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OLATHE, KANSAS. 

PRINTED BY DEAF BOYS AT INSTITUTION. 
1891-'92. 



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Commencing Sept. 3, and Closing Sept. o 9 'Ql. 



OLATHE, KANSAS. 

PRINTED BY DEAF BOYS AT THE INSTITUTION. 

1891-2. 






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■t/i/&8# *-002* 



Mr. H. T. Thompson, Miss Susie E. Jones. 
Mr. D. S. Rogers, • Miss Pearl Harrison. 
Mr. E. C. Haraii, Miss Mae 1). Stout 

Mr. J. W. Thomas, Miss (Oka Livingston. 



** 



Mr. E. E. Olippinger, Miss Kate Lindsay. 
Miss Inez Townsend. Miss Fannie Eddy. 

Miss Ellen ,J. Israel, Miss Bessie Cappek, 

Miss Fannie McKinley, Miss Cora E. Coe. 



§► 



HONORARY M BMBERS. 

Mr. M. W. Games, of Kansas. 

Miss Katie Stevenson of Iowa, 

Supt, s. T. Walker, of Kansas. 



TO THIE PBOFESSIOIT. 

ft is with some hesitancy that 1 present to the profes- 
^ sionan epitome of a series of. Teachers'^ Meetings held 
atthis Institution prior to the opening ofschool last fall. 1 
hesitate because there does nut seem to be the same incen- 
tive existing now For making public our proceedings that 
existed at the time the first Kansas Convention or Insti- 
tute was held in April 1887. At that time very few it 
any of the Teachers' Associations of other Institutions pub- 
lished a full report of their proceedings held during the 
school year, while now, it is a very common and commend- 
able practice. The result is that there is now a better 
supply of such reading matter and consequently there is 
not the same need for our contribution. I also hesitate 
because after reading over the printed pages 1 feel that 
they would hardly give a stranger to our corps of teach- 
ers an entirely correct idea of all that was really accom- 
plished. 

If the reader will, however, bear in mind that the pro- 
ceedings were largely informal and that no attempt was 
made towards display and that the remarks that appear in 
print were merely such as were "caught" by the secretary 
and jotted down 'hurriedly, 1 shall hope that criticism wiii 
not be indulged in to any harsh degree. 1 wish again to 
express my conviction that great benefit accrues to all 
who participate in these conventions (or Institutes as they 
are termed by teachers of the public schools.) The par- 
ticipants whether experienced or inexperienced receive 
from this extra preparation for the work that is to tollow 
a review and a brighteuing-up by debate, that can be re- 
ceived in no other way. 

Persons desiring copies of either the 1st, 2nd, 3rd, oi 
4th Kansas Teachers' Institutes can be supplied by mak- 
ing application, enclosing postage. Fraternally yours, 

S. T. Walker, 
Superintendent Kansas Institution for the Education of 
the Deaf and Dumb. Olathe, Kans., March 1th, 1892. 



~**^* } I N D E X. }o*s^ 

J. II. Brown, 40, 44, 45, 46, 47. 

B.E.CIIppl.g.,, 8, 10, H, is, u, 18, 20, 21, 22, 20, 21, SI, 82, 84, SI 

*»£*•&&.-: "' ,s ' "■ "' ,9 ' "• 2 '' "■ 28 ' "■ "■ "'• 

Miss Bessie Capper, 47. 
Miss Fannie Eddy, 46. 
^E. C. Harah, 5, 6, 12, 13, 14, 16, L9; 21, 26, 28, 29, 30. 31, 32, 35, 45, 

26^2^ 

Miss E. .J. Israel, 11, 12, 36, 37, 44, 46, 47. 

Miss Susie E. Jones, 11, 15, 17, 18, 20,22, 25, 31, 34 37 

Miss Kate Lindsay, 9, 14, 27, 47. 

Miss Fannie McKinley, 5, 6,^7, 8, 10, 12, 13, 14, 15 16 19 20 21 29 
25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 40, 45, 46 ' ' 

^S. Rogers, 17, 18, 19, 21, 22, 23, 24, 25, 28, 29, 30, 31, 33, 35, 37, 

Miss Mac Stout, 5, 8, 12, 15, 20, 31, 32, 35. 
Mrs. Sewell, 45, 47. 

. Miss Kate Stevenson, 30, 35, 

Mr. R. T. Thompson, 6, 7, 9, 11, 12, 13, 14, 15, 17 18 20 21 93 91 
26,28,29,30,33,37. »".*«, -0, .1, 23, 24, 

Mr. J. W. Thomas, 29, 31, 32, 34, 35, 37, 46. 
Miss Inez Townsend, 5, 6, 8, 14, 21, 44, 45, 46 

Mr S. T. Walker, 6, 7, 8, 9, 10, n, l3j 14, 15, 16, 17 18 19 20 21 
22, 23, ,1. 2,, 26, 27, 28, 29, 30, 31, 32, 3:, 3,, 35, 36, 37,, ii,^^ 



^MINUTES^ 



-%-^E 



-*-a 



Thursday, Sept. 3rd. 1891. 

The Fourth Teachers' Convention 
was called to order at 9, a. m. with 
Supt. Walker in the chair. 

Miss Capper was made Secretary 
protem 

Nominations first in order were 
for President. The nominees being 
Miss Harrison, Miss Stout and Mr. 
Thomas. 

On the first ballot Mr. Thomas 
was elected. 

Moved and seconded that Mr. 
Harah act as 1st. Vice President and 
Miss Lindsay as 2nd. Vice President. 
Elected without ballot. 

Moved and seconded that Miss 
Capper act as Secretary with Miss 
Stout as assistant. Elected without 
ballot. 

Miss Harrison w^as appointed to 
act as interpreter. 

By request of Miss McKinley her 
paper on "Ruts in Teaching : How 
to avoid them" was passed over 
until the afternoon session. 

Question: — "What are the re- 
quisites of a good teacher ? 

Miss McKinley: — ►Promptness, 
patience, kindness, carefulness and 
politeness to pupils are some of the 
requisites. 

Miss Harrison: — 1 endorse Miss 
McKinley's remarks. 1 think to be 
a good teacher, one should have an 
interest in the work, be interested 
in each of his pupils, win their con- 
fidence and esteem, be punctual and 
exact and require the same of his 
pupils. • 

Miss Townsend:— I think a a:ood 



character is certainly one of the re- 
quisites . 

Miss Stout: — 1 think a good 
teacher must certainly be enthus- 
iastic ; have a love for his work and 
make it his aim to aid his pupils in 
their daily progress. 

Mr. Harah: — 1 think the teacher 
should set a good example for the 
pupils as they are very apt to imi- 
tate what he does. If he wants them 
to have pleasant dispositions he 
should endeavor never to let his 
temper get the better of him. 
Scolding ought to be avoided as 
much as possible. Speak kindly to 
them when vou want to correct 
their faults and you will be more 
successful. A teacher laboring 
with kindness, sympathy, interest 
and confidence will surely be liked 
by his pupils and when he is liked 
they will try much to please him. 

Mr. Walker: — I place great 
stress on ingenuity. This is of 
great importance to a teacher of the 
deaf and dumb. Without it, a 
teacher will amount to nothing. I 
want to emphasize the importance 
of enthusiasm also and promptness. 
Sometimes, older teachers are apt 
to become " lazy " in the work and 
"rest " as it were upon their " long 
experience and dignity, ' having 
lost much of their enthusiasm and 
industry. Give me a young teach- 
er full of enthusiasm and ingenious 
ways of teaching rather than a 
cranium full of experience, little 
muscular energy and a dearth of 
ambition. When a teacher arrive* 







FOURTH TEAHCERS' CONVENTION OF THE 



at that epoch in hits career he is 
'dear at any price." He should 
receive due consideration for the 
good work he may have accomplish- 
ed but it would be cheaper to pen- 
sion him. 

"The Requirements of a success- 
ful teacher" from the Annals ; Oct. 
1890, page 281. — read by Mr. Walk- 
er : 

Discussion on article was opened 
by Mr. Thompson who said. — "In 
addition to the requirements sug- 
gested in the article, to be a success- 
ful teacher, one must know how to 
govern his class. I think time 
should be taken to explain each prin- 
ciple thoroughly. 

Mr. Walker : — Care should be 
taken against going too slow. A 
teacher is as liable to make the mis- 
take of going too slow as that of go- 
ing too fast. "Make haste slowly" 
is a «2rood motto and one, the mean- 
ing of which is understood by all 
teachers, but we must not fall into 
the habit of going too slow. We 
must endeavor to keep in sight the 
course of study in order to complete 
it in the given time. Don't rest on 
the motto "make haste slowly." It 
'•an be abused. 

Mr. Harah: — If pupils do not 
understand well what they have just 
studied, I would not think it wise 
to go on fast. The motto "Slow but 
sure" is the best one to follow in 
this case. Pains should be taken to 
lay a good foundation of education. 
A bright class arid a dull class are 
different classes It rests most with 
the teacher to say whether they 
should go fast or slowly. But I 
agree with Mr. Walker that teachers 
should at all times endeavor to keep 
up with the course of study as much 

;is possible. 

Mr. Thompson: — I think the res- 
ponsibility of taking a Class too fast 
or too slow rests entirely with the 

teacher. 



Miss McKfNLEY : — I want to refer 
to the thought expressed in C. C. 
Wentz's article of love for the work 
Love grows as a knowledge of the 
work increases. The teacher, who 
has taught but one or two years 
should not become discouraged if 
they feel that their love for the work 
is not as strong as that which th<\ 
see older teachers have. The devo- 
tion which our teachers have for 
their pupils would be to me simply 
phenominal were it not so common. 

"Sound advice to teachers," from 
the Ohio Chronicle, read by M i 
Games. 

"The Relation between teacher 
and pupil" from the Silent Educator 
Vol. I, No. 7, read by Miss Town- 
send. 

"Teacher vs. Pupil," from the 
Silent Educator, Vol. II. No. 4, read 
by Miss Lindsay. 

' "The Ideal Teacher," from Si lev/ 
Educator, Vol. II , No. 6, read by Mr. 
W alker. 

DISCUSSION OPENED. 

Miss Harrison: — 1 think the rela- 
tion between teacher and pupil should 
be of the friendliest kind. Let them 
understand that we are interested in 
them. 

Miss Townsend:— I would advise 
pleasantness on the part of the 
teacher. The work should be made 
as pleasant as possible but they 
should be made to understand that 
it is work and not play. 

Mr, Thompson.—] think when the 
pupil asks the teacher a question 
the teacher should be very honest 
in the reply for I think the pupil is 
wise enough to know whether the 
answer is honest, or not. If it is 
thought best not to answer the ques- 
tion he should say so and the pupil 
will have more rospoel for him. 

Mi:. Walker. -On the "Ideal 
Teacher." A teacher of the prim- 
ary class is better fitted .to teach it 
he understand the science ofphil- 



KANSAS INSTITUTION FOB D. AND 1). 



osophy, physiology, psychology, etc" 
than if he understand little or noth- 
ing of the same. 1 urge the teach- 
ers of primary classes not to waste 
your leisure time and not to be con- 
tent with present attainments but 
*eek to improve your store of know- 
ledge. Pit yourself for teaching 
any class that may be assigned you. 
You may be called to take charge 
of older classes where questions will 
be propounded by the pupils, which 
you should be prepared to explain. 
Use a portion of your leisure time in 
increasing your store of knowledge. 

•Some questions for teachers," 
from Silent Educator, Vol. 11, N T o. 6, 
read by Mr. Walker. 

Mr. Thompson: — In primary class- 
es it is necessary for teachers to 
know how to manage their classes. 
Great responsibility rests with the 
primary teachers. I think their 
work is really more valuable than 
that of other teachers. Teaching of 
advanced classes is easy work com- 
pared with theirs. 

Mr. Walker. — I agree with Mr. 
Thompson as to the responsibility 
and hard work connected with prim- 
ary teachers, but he should also 
remember that all primary teachers 
are not fitted to teach the higher 
grades, however desirable it is that 
they should be. This being the case, 
the comparison of salaries to the 
labor done cannot always be made. 1 
have found it as a rule, much easier 
to secure moderately well, qualified 
primary teachers than to secure the 
experience necessary to do the best 
work in the higher classes. If the 
Board put no limitation on salaries, 
1 should like to have a solid corps of 
teachers that could be changed from 
one class to another from the lowest 
to the highest and have their experi- 
ence and education serve them com- 
pletely in any capacity. But that 
condition of affairs can hardly be 
hoped for in a public iistitution 



where every expenditure is critically 
examined to discover whether it 
may not be a ''trifle over market 
price. " 

By request of Miss Harrison, her 
paper on "The necessity for Kinder- 
garten instruction for the deaf" was 
passed until the afternoon session. 

Question: — Should the first few 
days be spent in reviewing? Mi. 
Walker — Yes 1 think they shuuld. 

Miss McKinlky:- — Certainly, there 
should be a slight review so thai 
the teacher may know whether the 
pupils are where they left in June or 
whether they have lost ground. The 
extent of the review will depend up- 
on the knowledge thus gained. 

Miss Stout: — 1 think the first few 
days should be spent reviewing. 1 
have found it very necessary with 
several of my pupils. 

Question: — "When should pupils 
begin the use of pen and ink?" 

Miss Harrison: — 1 think this de- 
pends upon the capability of the 
pupils. If bright Ithink they should 
begin the use of pen and ink the lat- 
ter part of the first year. 

Mr. Walker: — Not much work t<> 
be done with pen and ink, I think, 
until the second and third years. 

Question: — "What should be the 
first duty of a teacher on beginning 
the days work?" 

Miss McK.ini.ey: — 1 would like 
some information as to the meaning 
of the question. 

Mr. Walker: — 1 think the ques- 
tion means whether any religions 
exercises should be carried out. 
This 1 think should be optional with 
the teacher. 1 used to have the 
Lord's prayer repeated in concert 
but as that is done here? in chapel, I 
should hardly think it advisable. 

Question: — "In teaching the 
younger deaf should we be confined 
to object lessons? 

Mtss McKinley: — Object lessons 
should be almost entirely used for 



8 



FOURTH TEACHEBS' CONVENTION OF THE 



the first year. 

.Miss Harrison: — I agree with 
Miss McKinley. I think the first 
year's work should be confined to 
object lessons and I think this work 
should be continued to a certain ex- 
tent through the second and third 
years. 

Miss Townsend: — 1 should think 
the more objects used in the begin- 
ning- classes the better it would be. 

Question: — "How is the knowl- 
edge of God and Heaven to be 
taught?" 

Miss Harrison:— Just how, I do 
not know, but it seems natural for 
pupils to learn of God and [leaven 
and to understand it, too. 

Mr. Walker: — I think the knowl- 
edge of God and Heaven is more 
easily taught by pantomimic expres- 
sions. 

Question: — Should the alphabet be 
the first thing taught.? General 
opinion that it should not be taught 
in rotation but in connection with 
words taught. 

Question:— "Is the name of an 
objet to be taught without object or 
picture of same before class ?" 

Miss McKinley: — After pupils 
have been in school some time we 
often have occasion to teach a word 
when neither the object nor the 
picture is available. But we can so 
describe the word in signs that the 
pupils can understand it. 

Topic: — -"Language Lessons." — 
discussed by Miss Stout 

Question: — "Is it a good plan for 
teachers to correct exercises of 

primary pupils out of school ? 

Mi3S McKinley: — I think not. 
Mistakes are of only two kinds. 
They are either of carelessness or 

of ignorance. I (" of carelessness the 

pupils should he there to COlTecl 

such mistakes himself, [fofigno- 
rance he needs more light ami 
should he witli the teacher to re- 

Ceive the needed explanal inn. 



Miss Harrison : — 1 sometimes 
correct exercises after school hours. 
The pupil should make the correc- 
tion himself if possible. In most 
cases I think the correction should 
be made in the school-room, and 
never should corrections be made 
without calling the pupils attention 
to it, at or after the time of correc- 
tion. 

Mr. Walker: — 1 think the ques- 
tion an i'nportant one and agree 
with Miss McKinley in saying that 
the work should be done during 
school hours unless the nature of the 
exercise should be such as did nut 
require the attention of the pupils 
especially called to the mistakes, as 
when a lesson is to be copied after 
correction and preserved in blank 
books. Then the pupil would be 
forced to take note of the corrections. 
A motion was here made by Mr. 
Walker that the Convention adjourn 
until 1 ]). m. an cl that the sessions be 
from 8 a. m. to 12 a. m. and from 
1 p. m. to 6 p. m. 

The motion was seconded by Miss 
McKinley voted on and carried 

Meeting called to order b} r the 
President at 1 p. m. 

Question for Discuission: — Should 
the pupih in 1 iwer grades be re- 
quired to write 1 'ssons during study 
hours in t ie eve ling ? 

Mr. Walker g ive an explanation 
as to the meaning of the question. 
Miss STOUT.: I have a lesson pre- 
pared for my class and 1 wish them 
to devote the entire study hour in 
preparing the lesson given to them. 
Question: — "Is it advisable fov 
teachers to . write incorrect sen- 
tences on the hoard and require pu- 
pils tocopyand correcl them? 

Mr. (JLIPPINGEH : — When the class 

exercise's are for the purpose of il- 
lustrating some rule of grammar, the 
use of i icorreel forms is a valuable 

method. By the contrast and com- 
parison the correct form is thereby 



KANSAS INSTITUTION FOB D. AND D. 



.9 



thrown into more prominent posi- 
tion. Also it enables the teacher 
to ascertain whether the class has a 
perfect understanding of the rule. 

Miss Lindsay : — I often select in- 
correct sentences from exercises 
written by my pupils and place them 
on the large slate for correction by 
pupils. I do not have pupils copy 
them. 

Question : — "Is it advisable to 
use false syntax in teaching lan- 
guage ? 

Mr. Walker : — I think it some- 
times advisable to copy incorrect 
sentences. In order to show true 
syntax some false must be used. 
But it can be used to an excess. 
The fear that some have, that errors 
will be assimilated unconsciously by 
the eye, is not well founded. If it 
were so easy to receive uncon- 
sciously incorrect phrases, I think 
we might as well expect correct 
phrases to be as easily assimilated, 
and we know that that process is not 
nearly so easy as teachers would like. 

Miss Harrison : — I think that 
false syntax may be profitably used 
once in a while. Not too often, 
however. 

Mr. Thompson : — 1 sometimes 
make use of false syntax, pretend- 
ing not to notice the use of it. 
Perhaps th* pupils will notice it. 
If not the teacher will be obliged to 
to call attention to it himself. It 
cultivates the habit of attention. 

Mr. Walker: — The mistakes 
should not be written on the board 
and left for any length of time. 

Miss Coe :— I have copied the in- 
correct sentences of my pupils on 
the blackboard and required the 
class to correct them, but found the 
method rather unsatisfactory, as 
some of the pupils would adopt the 
incorrect forms, forgetting the cor- 
rections made 

Mr. Thompson : — This sometimes 
causes the pupils to criticise the 



teacher. 

Question : — "How is the pupil 
taught when to use "a" and "an"? 

Miss McKinley : — First through 
explanation and then constant drill. 

Miss Coe :-In teaching that "an" 
must be used with "hour". 1 ex- 
plain that "h" is silent. The pupils 
of course, at first do not understand 
this, but 1 know that explaining 
such little things, and giving them 
reasons for departure from certain 
rules, is of great help to them. It 
gives them a broader understanding 
of the matter. 

Mr. Thompson : — A good idea to 
keep a list of words, before which 
"a" is used and a list before which 
"an" is used. 

Miss Coe : — To keep so many of 
these lists and charts before the class 
will soon fill up the room. 

Mr. Walker: — Trouble will cer- 
tainly be had on this subject. You 
will think they understand it thor- 
oughly but will find some time after 
that because of non-use it is forgot- 
ten. Repetition is the key. 

Topic: — "Ruts in Teaching" — Dis- 
cussed by Miss McKinley who said: 
"One of the hardest things to do is 
keep out of ruts. One way to avoid 
ruts is to study variety, new illustra- 
tions etc. Still one teaches mora by 
what he is than b} 7 what methods he 
uses and a teacher who is enthusi- 
astic andfaithful will not likely be 
in ruts. 

Mr. Walker: — There is no other 
way to keep out of ruts that are 
harmful than to jump out of them by 
will power and if you are working 
in the wrong direction make up 
your mind to change. Because a 
teacher is not ingenious and inven- 
tive it does not follow that he is a 
failure, though those qualities are 
much to be desired. The ability to 
adopt others ideas is frequently as 
successful as to originate every- 
thing-. Inventing and the ability to 



/o 



FOURTH TEACHEliS' CONVENTION OF THE 



successfully use an invention require 
a different sort of talent. 

Miss Harrison: — How to avoid 
the ruts 1 do not know. Sometimes 
it is hard to see the ruts in which 
we are moving; but once becoming- 
aware that we are in them, 1 be- 
lieve it will not be very difficult to 
get out of them. 

Mr. Walker: — If one teacher 
keeps a class four of five years he is 
apt to get in a certain order of 
teaching. I think then a change 
should be made. Each teacher has 
his own way of teaching. His own 
characteristics. It is the duty of 
the Superintendent to watch this 
and make a change in order to give 
pupils a little different order of 
teaching. 

Topic: — "The necessity for Kinder- 
garten instruction in schools for the 
'leaf. An article from the Silent 
Educator on this subject was read 
by Miss Harrison and also opinions 
from "Proceedings of 12th Conven- 
i ion. 7 ' 

Miss McKinley: — Kindergarten 
methods could be applied in teaching 
little deaf children. It would be 
well for some 1 think if they could 
be entered at 6 years of age. 

Mr. Walker^-H' the money could 
be obtained it would be very well, 
but to take the time out of the ten 
years allowed it would not be best. 
It would be a good preparation for 
after work. Nice tiling for a nurs- 
ery and it is drifting into that with 
the deaf and dumb in some of the 
larger cities where; philanthropic 
purses assist. We who are limited 
as to moans, must endeavor to give 
the best advantages, all things con- 
sidered, and not be led off into too 
much in the way of experiment. 
Kindergarten and nursery instruc- 
tion are "nice" and undoubtly pave 
the way for regular instruction but 
it is expensive. 

Question: "How much attention 



should visitors receive/"' 

Mr. Walker. — As a state Institu- 
tion we are bound to give more or 
less attention to visitors. Class 
room work should not be interfered 
with more than necessary. It 
is best for the visitor's attend- 
ant to make explanation of" the 
work being done. The teacher 
should be near to correct any 
mistakes if made. ] don't think 
it is necessary to interfere 
with the school-room work. It is 
well to drop regular work if uncom- 
monly interested visitors come in. 
and enter into details, but if idle 
curiosity be shown treat them cordi- 
ally, quietly and then pass on to 
the lesson. 

Miss McKinley : — If pupils have 
just commenced an exercise is it 
well to stop and attempt to show 
something which would probably bo 
more interesting to the visitors. 

Mr. Walker : — I think not best. 

Mr. Cuppinger : — : If classes are 
dull and tired visitors perhaps do 
good. New ideas may be given the 
teacher by questions asked. I think 
its often stimulating to pupils to 
have visitors and when visitors 
really want information it is best 
to give it. As a general thing I pay 
no other attention to visitors than 
to explain the subject of the lesson, 
and do not let their presence inter- 
fere with the regular exercises. 

"Visitors and their Views'" from 
"Annals," Jan 1891, read by Miss 
Town send. 

Question : — " When should pupils 
begin the study of drawing?" 

Mr. Walker :- -If pupils show 
particular talent start the first year, 
if room is found in that, department. 
The time for this must be taken from 
other studies, work or play. 

"Anenl Drawing" from Silent 
Eduactor, Vol II. N"o. 2. read by 
Mr. Clippinger. No remarks. 

Question — 'Is it a good plan to 



KANSAS INSTITUTION FOR D. AND D. 



11 



writelist of words and time phrases 
on the board and require pupils to 
form sentences using them ? 

Miss Israel : — 1 do not find the 
method of writing time phrases on 
the slate and requiring pupils to 
form sentences using them a success- 
ful one. 

Mr. Olippinger: — It is a recognized 
fact that the English language con- 
tains a larger number of idiomatic 
expressions than any other language 
and this fact is the great stumbling- 
block in the path of deaf pupils. 
And not only time phrases but the 
thousands of other idiomatic ex- 
pressions in common use are the 
difficult problems for the deaf to 
master. The most common ufthese 
it is necessary to teach and if the 
teacher observes some method in 
the classification of these phrases 
there is no better method to pursue 
than the one suggested in the ques- 
tion. These phrases can be select- 
ed by the teachers with reference to 
the subject of each c ay's lesson, and 
thereby made of practical illustra- 
tion. 

Mr. Walker: — In teaching I some- 
times thought the class understood 
the time phrases but would find after- 
wards that they did not* If taught 
in a mechanical way this is apt to 
be the case. It is best to teach these 
time phrases when needed. The 
circumstance may not occur. It 
will often have to be given them in 
a story. 

Mr. Thompson: — I believe in using 
time phrases and words. I sometime* 
take a lesson which they have had 
and will ask them to give an origi- 
nal sentence. This 1 find of use to 
them. 1 think more time should be 
spent on language than anything else. 

Question: — "How can we get 
pupils to express variety in journal 
writing?'' 



Miss Harrison : 
in this direction. 



-I find trouble 
I do not now 



think of any way of getting variety, 
except by telling the pupil not to 
write the same thing over and over; 
and by writing a sample journal on 
the large slate occassional ly. 

Miss Jones : — I think variety of 
expression can be gained by making 
the pupils think. When they ac- 
quire this habit, good results will 
follow. 

Miss Harrison : — 1 think every 
two weeks is often enough for Jour- 
nal writing. Then there will be 
something new to write about. Once 
a day is too often. The teacher 
should watch the writing and give 
some idea of news now and then. 

Mr. Thompson: — ], too, think- 
that once a day is too often. There 
is nothing new to tell when thev 
write every day. It is a good plan 
for the teacher to write a journal on 
the large slate as it gives the pupils 
an idea of how the journal should be 
written. We might, sometimes, 
sign something that has taken 
place, or sign some current event 
and let them write it. 

Miss Coe: — I think it makes the 
pupils more indepedent if sent to 
the large slate to write their journals. 
Teach them not to write of self only . 
but of things that have happened. 
We should encourage our pupils to 
talk with us. We should draw them 
out. 

Mr. Walker :— I think a little of 
journal writing is very good. Not 
how much, how often but in what 
way. 1 had apian of writing jour- 
nal myself whenever trie pupils 
wrote. The teacher should show 
the variety and then the pupil will 
get it. When writing a journal 
himself the teacher will find it a 
hard thing to do and will not ask 
too much of the pupils and it gives 
them a correct form of writing. 

Mr. Thompson : — -1 think it profit- 
able to read newspapers every day. 
BuL some days it is impossible for 



12 



FOURTH TEACHERS' CONVENTION OF THE 



pupils to get any news. It is a 
good plan to have them put into 
English immediately actions that 
have been performed. 

Question: — "How do you teach 
the plural. ? 

Miss Stout : — I teach it by action 
work. 

Mr. Harah : — To teach singular 
I show the pupils one object and 
write the name on the blackboard, 
and opposite to it I write the plural 
of the object, and illustrate it by 
showing them two or more like 
objets if there are any at hand. It 
would be well to write two lists of 
names of objects in columns, side by 
side, with singulars in one column 
and plurals in the other, having the 
singular of each object opposite its 
plural. Now, pupils may either by 
sight learn them or copy them for 
future reference. 

Queltion : — Should pupils of the 
second year practice sentence build- 
ing? 

Miss Coe : — I think it well to use 
sentence spelling as much as the 
pupil can understand. 

Miss Israel: — If classes were 
smaller spelling would be advisable. 
[ think it well to spell exeriscs to 
the pupils as much and as often as 
time will permit. 

Mr. Thompson : — 1 do not quite 
agree with Miss Israel. Sometimes 
after spelling to my pupils I ask 
them what 1 have spelled and find 
they do not know. Lack of atten- 
tion is certainly the cause. If the 
teacher spells but little he is to blame 
but if the teacher spells and the pu- 
pil pays no attention he is to blame. 

Miss McKinley : — I think the deaf 
teachers spell too little to their pu- 
pils. 1 do not mean to criticise them 
but their familiarity with signs is a 
great temptation for them to use 
them almost entirely in conversation 
with their pupils. 1 notice that 
pupils who come to me from under 



the training of a deaf teacher are 
not able to read spelling well. 

Miss Harrison : — Every da}' or 
two 1 have an exercise in which 1 
spell one sentence at a time requir- 
ing the pupils to give me the tran- 
slation in signs. By this means 
the pupils are enabled by practice 
to read rapid opelling. 

Miss Coe : — 1 think the line should 
be drawn some place. If it is anew 
lesson it should be explained thor- 
oughly by signs. But in commands 
and conversation use spelling. If 
you must use a word or phrase you 
know or fear they do not understand, 
explain it before proceeding further. 
I think the best way to do this is to 
spell on the left hand, without drop- 
ping the right, a word or phrase 
which has as nearly as possible the 
same meaning and which the pupils 
understand. 

Mr. Walker: — Use signs only 
when they must be used in making 
explanations. The teachers must 
come to this some time soon. They 
should all make the resolve to spell 
spell and place as much language 
before the eye as possible - 

Ten minutes intermission. 

Question ^ — "Should most of a re- 
citation be devoted to dull pupils?" 

Mr. Clippinger: — The question 
depends on how many dull pupils 
you have. If the dull and bright 
pupils are in about equal proportion, 
you not only should, but of necessity 
must, denote more time to the dull 
ones, because in their case you not 
only have more explanations and 
corrections to make, but* you con- 
sume more time' in making them, for 
the brighter pupils understand more 
quickly, make fewer mistakes and 
are often able to correct their mis- 
takes by mere reference to them. 1 
think the dull pupils should have the 
first attention of the teacher and as 
much attention as is necessary to 
bring them up to a standard recita 



KANSAS INSTITUTION FOB I) AND D. 



W 



ion, unless the brighter pupils are 
.hereby grossly neglected. Often 
the brighter pupils can save the 
teacher a great deal of time by coll- 
ecting the exercises of the pupils 
n a class. 

Miss McKinley :— 1 am in the 
labit of giving more time to dull pu- 
pils But the teacher has as much 
responsibility to see that the 
pupil who has five talents brings in 
is other five as that the dull pupil 
who has only one talent should 
double it. Should not each have 
his full share of time? 

Mr Thompson:— The duller one, 
seem to be hanging behind. If they 
are so very dull, I think they should 
be changed into another class tor 
to keep from being put back, they 
will try harder to keep up with 
their class and will perhaps bright- 
en up. . . , , 

Miss Coe:— 1 have the brighter 
ones help me with the work and 
thev seem to take pride and pleasure 
in "helping the slower ones By 
this means much time is gamed ana 
the bright as well as the dull ones 

are kept busy. # 

Mr Harah:— In the mixed class- 
es the dull pupils are sometimes bet- 
ter than the bright ones I lie 
bright ones becoming careless and 
indifferent and do not take pains 
enough to pass suitable examina- 
tions for promotion to higher grades 
Carelessness and inattention, are 
out of most instances, the main 
causes of their being put into mixed 
classes, which rightly belong to the 
dull ones. So you see there is a 
remedv for the bright ones to make 
themselves. What is it? "Careful- 
ness and attention, and the dull ones 
are the very ones that deserve most 
help from teachers. Teachers not 
only should, but of necessity as 
teachers must, do their best to al- 
leviate their condition. It must 
however, be remembered, that 



teachers of such classes have a hard 
row before them and too much must 
not be expected of them. It is more 
difficult to bring pupils out ot dark- 
ness than to keep them m lighl 
when they are in it, and a teacher 
who succeeds in bringing dull ones 
up to a higher intellectual level, not 
to say to the level of the brightest, 
deserves much credit for his work. 
Mr. Walker:— The dull pupils 
are sometimes an annoyance it m 
a bright class. If in this class they 
should not remain there. The Sup- 
erintendent should know his busi- 
ness better. The school is yet to 
be found where all is evenly graded. 
The dull pupil should have as much 
I attention as is necessary to keep 
i him up with his class, until this can- 
not be done, then he should be re- 
moved Do not think because they 
are dull that they should receive a 
greater amount of attention than 
those who are bright. Enough only 
to keep him up with his class until 
found to be robbing the class and 
then should be removed it possible. 
If not <nve him his share and no 
more an & d 1 think the parents ought 
not to object to this. 

Question:— "Seating of classes 
Miss Harrison:— The dull pupils 
should be together and near the 
teacher where we can get at them 
better. If together when a mis- 
take is made others may pront by 
the correction. 

Mr Clippinger:— If the seating; 
of certain pupils together causes in- 
attentiveness it would be well to 
make a change If the brighter 
pupils are associated with the duller 
ones, the dull will profit by the as- 
sociation. But as a general thing, 
very little, if anything, depends on 
the order or seating of a class 

Miss Coe:— I think the duller 
ones may perhaps do better if seated 
with the brighter ones but the teach- 
er needs to be watchful lest the dull 



74 



FOURTH TEAHCEBV CONVENTION OF THE 



ones get in the habit of copying 
from the brighter ones near. The 
habit of copying is most harmful. 
It blunts the conscience for it is a 
species of theft, and stupefies the 
child where honest, earnest effort 
would brighten him. 

Question, from Optional Work " 
"What should be the relation of 
teacher and pupil outside of school 
hours ?" 

Miss Harrison:— How much soci- 
ability should we show our pupils 
outside of school hours ? They are 
influenced by us every day If this 
influence is for good why not have 
more of it? If we are friendly and 
social with them, they are able to 
get a great deal of information from 
us that they will get in no other- 
way. 

Miss McKinley :— I think the re- j 
fation between teacher and pupil l 
should always be pleasant and con- ! 
ndential. ! 

Mr. Clippinger :— The more they 
associate with the teacher the more ; 
the pupils will be benefitted, not 
only intellectually but socially/ that i 
<s supposing the teacher to have the 
proper qualifications to be a teacher ! 
For in nothing does the law of as- 
sociation so manifest itself as in | 
manners and language. 
■ Question :— -To "what extent 
should the teacher interest himself 
in literary societies and prayer-meet- I 



mgs? 



Mr. Harah.— 1 think if the 
teachers mingle in the literary 
societies, the teachers do nearly all 
the work, thus letting the pupils get 
out of the work. It will make them 
more independent if carried on by 
the pupils themselves with only a 
little assistance This independence 
will be of value to them after they 
leave school ; for if while here they 
get mto the habit of depending on 
others much they will be likely 
to retain this habit to a consider- 



able extent after leaving school 
: Mr. Thompson:— I think the' as- 
| sociation of teacher with pupils will 
| e evate them morally and intellectu- 
, ally In regard to prayer-meetings. 
; it left alone they get into "ruts" and 
j become tired of it. The teachers 
! coming in give them new life 
j Mr Walker :-The teachers 
, should watch subjects given for de- 
bates in the societies. They should 
also suggest subjects. 

Question :— -Should pupils bo 
allowed to inform upon each other '»' 
Miss Lindsay :— I have never al- 
lowed it during school hours 

Miss Townsend— I do not think 
it should be encouraged. 

Mr. Harah:— 1 do not allow the 
pupils to frequently inform upon 
each other. Bnt if asked by the 
teacher the pupils should 'answer 

Mr. Walker:— I do not believe 
in gossiping and tattling. If the in- 
formation is given to get another in 



to trouble it is best to discourage 
I them. But it is sometimes right for 
pupils to inform upon one another 
Questiom:— -What is the disad- 
vantage of signing in the Elfish 
order!'"' ° 

Mr WALKER:-The sign language 
would be of no advantage if each 
word were made in the order of the 
English language. The disadvantage 
would be that it is hardly possible to 
make the sign language what it 
should be if the signs always occur- 
ed in the order of English. Signs 
are pictures of ideas and not ver- 
batim translitions of English phrase* 
and sentences. 

Miss Harrison:— The idea is to 
give ideas and meanings, not the 
English language. The deaf pupil 
uses his language in order to learn 
ours. If he does not understand 
English, let us give him in signs. 
Ins mother toniruo the meaning of 
English. English not being his 
language, he will not so r-adi> u ; , 



KANSAS INSTITUTION FOR D. AND I). 



7o 



derstand when something- is signed 
to him in the English order. 

Mr. Walker: — The English is 
not supposed to be the correct order 
of thought. We have used it so 
long that we think sometimes that 
the English order is the correct 
one. But so does the German think 
the German order the correct one 
and so on. 

Question: — "How can we prevent 
a pupil from writing his language 
just as it is signed?" 

Mr. Walker. — It is an impossibil- 
ity for him to write it just as it is 
signed. He does not write it just 
as it is signed. He makes mistakes. 
He has not the language at his com- 
mand. One way we practice is by 
taking up a simple sentence, put it 
into natural pantomimic signs and 
then ask the pupil to write what we 
have signed. If he writes it just as 
it was signed we tell him it is not 
right. Not as people outside 
would express it. The order is not 
the same and can't be the same and 
they must be taught this fact. 

Miss Harrison:-! believe i can 
truthfully say that 1 have never had 
any trouble by any one of my pupils 
attempting to write just as I sign. 

Question: — How can we obtain 
simultaneous action work?"" 

Miss Jones: — That is my ques- 
tion. By it I meant, how to obtain 
good concert work in class. Make 
a rule and having such « one adhere 
to it. 

Question: — "Should pupils letters 
to their friends be sent uncorrect- 
ed?" 

Miss Mckinley: — By all means 
send them uncorrected. I think it 
is a base deception for a teacher to 
'correct a, letter and then have it sent 
to parents as a specimen of what the 
pupil can do in letter writing. 

Mr. Walker: — If a teacher cor- 
rects the letters arid informs parents 
of it I think it is all right. If sent 



general 



uncorrected the pupil thinks it is all 
right and will form bad habits in 
letter writing. 

Miss Coe: — Correct the letter and 
inform the parent of its being cor- 
rected. 

Miss Harrison: — 1 think it is a 
good plan to correct mistakes in red 
ink. Pupils do not like to have a 
letter all covered with corrections 
in red ink sent home, so he will be 
more careful. 

Mr. Walker: — As a rule do not 
send letters to parents corrected un- 
less corrected in red ink. 

Mr. Thompson :■ — I think the cor- 
rection should be made and sent to 
parents so they can see it. 

Question : — Which is preferable. 
a written or spelled recitation ? 

Miss Stout: — I sometimes use one 
method, sometimes the other, but 
prefer recitations to be written 

Miss Harrison: — As a 
thing 1 think spelled recitations are 
preferable. But would sometimes 
use both in small classes. In large 
classes written recitations are neces- 
sary as a rule. 

Miss Coe :— As a general thing 1 
think written recitations are prefer- 
able, but for variety I now and then 
have a recitation in spelling. 

Mr. Thompson : — I use both meth- 
ods nearly the same. 

Mr. Walker: — It is a good plan 
to have the pupil put in signs what 
is said in answering the questions. 
If they can put it in good clear sign 
language and then good English it is 
quite probable they have a good 
lesson. 

Question : — "How should recita- 
tions be marked ?" 

Mr. Walker : — The system used 
in this Institution is on the basis of 
iOO and the teachers should con- 
fine themselves to this. It will not 
do to leave to the memory of the 
teacher. Some daily record must 
be kept. 



1(J 



FOURTH TEACHERS' CONVENTION OF THE 



A motion made seconded and 
carried that the subject be post- 
poned until 8 o'clock Friday morn- 
ing. 

Friday, 8 A. M. the Convention 
was called to order by President. 

Mr. Clippinger : — I would like to 
ask how the class recods are kept. 

Mr. Walker: — (Explained meth- 
od) We simply mark each day's re- 
citation on the scale of 100, as per- 
fect and average these marks at the 
end of the week. The teachers use 
their own judgement as to what is 
right and just in each case, endeav- 
oring to treat all as nearly alike as 
possible. 

First topic for Friday's work was 
then taken up. 

"What visible effects have been 
produced by our library V 

Miss Harrison : — My pupils de- 
rive benefit from reading although 
they are not capable of reading 
anything but the "First Readers." 
They often tell me stories they have 
read thus showing that they get 
good from the library. 

Mr Harah : — The books Q'ive 

CI 

food for thought to the pupils for 
their societies conversation etc. and 
are very helpful in tfteir language 1 
think. I think reading is just as 
useful as spelling. J have tried 
spelling to them in the school-room 
but found that they did not become 
so interested in much spelling as 
they are in reading. Some think relig- 
ious books are the best but you can't 
interest them as well in religious 
books as well as in others. 1 ffave the 
pupils "Suis's Family Robinson" last 
year and found them very much in- 
terested in it. 1 think it is a good 
idea to allow the pupils to read in 
school when they have a few spare 
moments but not allow this to inter- 
fere with their lessons. My pupils 
did not have Library books last \ ear 
but 1 agree with Prof. Bell that they 
ought to be encouraged to read and 



to read much but I can hardly say 
whether it is best or not for them to 
read books which they do not under- 
stand. I cannot say what kind of 
standard books it is best for teachers 
to read to them on Sundays as it 
has been customary here for some 
years. 

Chairman :— 1 would like to hear 
from you Miss McKinley. Do your 
pupils use Library books ? 

Miss McKinley : — My pupils com- 
menced using them last year. For 
several months they used the prim- 
ary readers and the result was good 
but after awhile they wanted to draw 
the 4th and 5th Reader and of 
course could not read them easily. 
1 notice that the older girls usually 
read novels. 

Mr. Walker : — Do you think they 
get the text of the book ? 

Miss McKinley: — No, 1 think 
not. 

Mr. Walker : — Have you any 
suggestion to make in regard to the 
the library ? Any addition to make'/ 

Miss McKinlny :■ — No, I think the' 
readers are the best books for young- 
er pupils 1 sometimes allow my 
pupils to tell the class what they 
have been reading. 

Mr. Walker : — Do the teachers 
know what is in the Library without 
looking in the Catalogue? If not, 1 
would give this a little study. The 
library is free to all. We try to 
meet the demands of both teacher 
and pupil . We <nust not know in 
a general way what is in the Library 
but know particularly. After exam- 
ining the Catalogue it would be well 
to check off such books as you think 
your pupils could read and tell them 
of these books. If the teacher wants 
to get the good of the Library he 
must direct the reading of his pupils 
and should not allow the pupils to 
take out books they do not under- 
stand. In all Institutions 1 have 
been connected with, the amount of 



KANSAS INSTITUTION FOR D. AND 1). 



77 



reading that is done is brought out 
like pulling teeth. It is a hard mat- 
ter to get the pupils to read. I refer 
to the congenitally deaf Semi-mute 
pupils take to reading as readily as 
hearing children. 

Miss Jones: — 1 noticed last year 
that the pupils were interested in 
what they read and seemed anxious 
to learn something of the authors of 
books. It was evident theirreading 
was not mechanical, so to speak. 
The benefit desired from a good 
library is simply incalculable, and 
we have every reason to believe 
that our Library is accomplishing 
the object for which it is intended 

Mr. Rogers :— About two third 
of my class read library books and 
read a great deal. The other third 
does not take much interest in read- 
ing. I think the teacher must be 
faimliar with the books in the 
library before he can intelligently 
advise the pupils what to read. The 
semi-mutes read a great deal. 

Mr Thompson :— Last year I think 
my pupils made the mistake of tak- 
ing out books they could not under- 
stand. I would see them with 
books and in answer to my question 
whether they understood or not 
they would say, "No too hard/ 1 
Some would get books, put them 
in their desks and leave them there 
until time to return them. 1 think 
the Librarian should see that they 
do not get too difficult books. 

Mr. Walker : — Let me say that 
the Librarian cannot estimate the 
caliber of each pupil. He is not 
supposed to know of any but his 
own class. This is a responsibility 
that the teacher must take as there 
is no one else to take it that I can 
see. 

Mr. Thompson : — 1 did not do 
that last year but after they select- 
ed the books. I would look over 
them and find all with books too 
difficult for them. When I asked 



why they took these hard books 
the}' would say. 'To look over them." 
Of course the Librarian could not 
take the time to advise each pupil 
separately what to read. 1 find 
with the congenital deaf-mute, that 
he does not until the 4th or 5th 
year, begin to read understandingly 
1 think it is a good idea to have the 
pupils give in signs a part of the 
book they have read. But l'do not 
think many of my class were bene- 
fitted by what they read. When 1 
was a pupil of Dr. Peets. he 
would select a pupil to give a 
synopsis in signs of what he had 
read. We found this encouraging 
and we would have to read with a 
view of getting something from the 
books so we could give it in signs 
when called upon. 

Mr Walker: — How do the pu- 
pils in the Indiana Institution use 
their Library, Miss Coe? 

Miss Coe: — 1 found that in the 
6th class if 1 would tell the pupils 
something about a book 1 had read 
they would become interested in it 
and want to read it themselves. 
My pupils were much interested in 
"Little Lord Fauntleroy," and 
; 'The Story of the Bible," given as 
a reward to one of my best scholars. 
I find the pupils value the teacher's 
opinion very much. If 1 tell them 
that 1 have read a book and was 
much interested in it, they become 
sufficiently interested in it to get 
and read it. I do not know about 
the older classes. 

Miss Coe : — When 1 said 1 did 
not know about the older classes 1 
forgot about seeing the older girls 
taking volumes of F. P. Roe's, 
"The Ladies Repository," St. 
Nicholas and they did not become 
tired of them. I think it is a good 
idea to have these books in the li- 
brary. 

Mr. Walker : — We have "St. 
Nicholas." "Youth's Companion" 



IS 



FOURTH TEACHERS' CONVENTION OF THE 



and "Harper's Monthly" bound and 
in the library. In the "Harper's 
Story Books" are found short stor- 
ies, the advantages ofthem being 
that they do not loose interest in 
cnem by being "long drawn out." I 
would like to read something that 
was said at the Principals' Conven- 
tion two or three years ago on 
•Reading." 

Reads: — Remarks of Prof. Bell, 
and others from Aiississppi Conven- 
tion Report. 

Mr. Walker : — I was very much 
impressed with the idea there con- 
veyed although I do not agree with 
the extreme view taken by Prof. 
Bell. 

Mr. Walker: — That plan could 
not be carried oul at all. II' you 
had but one or two pupils it might 
do but I think it might be tried for 
one or two hours a day. The idea of 
repetition to the eye the same as to 
the ear of the h earing child seems 
right. 

Mr. Rogers:— Would the pupils 
when there are so many words they 
do not know the meaning of 
become interested ? 

When I commenced reading. 1 
often refered to the dictionary. 
Now if I find a word 1 do not know 
the meaning of I read on as the 
meaning may be devloped if the word 
occurs again. But how could they 
enjoy reading if they do not know 
the meaning of so many words? 

Mr. Thompson:— There is danger 
of giving too difficult books. I 
partially agree with Dr. Bell. I be- 
lieve it a good p'an for them to read 
over and over again, even though 
they do not understand clearly. It 
is a good plan to keep reading before 
them until they learn to enjoy it. 
Practice' applies to reading as to 
everything else. 

M hs Jones : — I nave read Dr. 
Graham Bell's article on teaching 
the deaf by reading with more than 



ordinary interest and would be glad 
to know that his theory is correct. 
However, as it is only a theory, as 
yet and not an established fact that 
his system can be successfully used 
in educating the deaf, it must be 
left to the most experienced of the 
professors for experiment. 

Mr. Walker: — One thing over- 
looked by Mr. Bell and hinted at by 
Mr. Rogers is this. The interest 
would not be there. Dr. Bell's at- 
tempt at reading Spanish was the 
study of a cultured mind, but it 
would not act the same with a 
little child. As long as the 
picture is before the child he 
is interested. With adults the 
theory might be all right but the 
majority would not be interested' 
sufficiently. We can't makeacVM 
read but can make a hearing child 
hear He can't help himself. If 
anything that interests him he list- 
ens but in spite of himself the com- 
muication goes to the brain. I have 
thought of a plan which, might b • 
•arried out. Have several simple 
sentences printed in large letters on 
a continuous strip of paper. Have 
this wound up and arranged so that 
by mechanism it would pass before 
the pupils* eyes all day long Per- 
haps the child would become in- 
terested in the sentences and glanc- 
ing up at the panoramic language 
catch a sentence now and then 
which would interest him and in- 
duce him to "follow the machine." 
New rolls of language suited to the 
advancement of the class could be 
introduced as desired. It would be 
the duty of the Janitor or teacher 
to "wind up the machine" and trusl 
to Providence and the natural enri 
osity of the class to absorb the mov- 
ing lessons or stories of whatever 
might be therein placed. The large 
and attractive type and the constant 
passing before the eye oi' prepared 
language quite possibly might at- 



KANSAS INSTITUTION FOE D. AND D. 



nj 



tract and instruct a class, by furnish- 
ing fur the eye (as it cannot be done 
for the ear) a constant "flow" of 
language. By and by the sen- 
tence forms might became impress- 
ed upon the brain through the 
eye something approximating the 
ease by which it is accomplished 
through the medium of bearing in 
the normal child. This is only a 
suggestion that hasjust oecuredto 
me which 1 will contribute to Dr. 
Bell and the Volta Bureau for what 
it is worth. 

Question:— Should pupils be al- 
lowed to read books and papers in 
study-hours after they have finished 
their lessons '( 

Miss Coe: — -I think they should 
if sure they know their lessons. 
They should never be idle. Last 
term my class, being a 6th year class, 
1 took the Evening News to school- 
with me and my brighter pupils 
found odd moments in which to read. 
"Scraps." a column of short para- 
graphs, and state news besides 
glaneeing at head-lines and J am 
sure they were not harmed by it 

Mr Harah: — I do not think they 
should unless they are in the higher 
grades. We cannot tell whether 
they know their lessons or not. 
One hour is not long for the study 
of a lesson and I think the full time 
should be spent in study. They can 
read before and after the study hour. 
If they really know their lessors it 
would be better for them to review, 
the preceediug ones. One hours 
close study certainly would not 
hurt them and even if they study 
their lessons over and over 
again after knowing them, they 
would have enough time for reading 
before and after the study hour. 

Miss Coe :— We must educate our 
pupils in honesty. I could trust 
all my pupils. Of course I could 
not tell about other classes, but I 
make it a point when I take a class 



to train them to speak the truth and 
nothing else, and the class of which 
I spoke, several of the members of 
which I had for five continuous 
terms, was a class to be trusted. I 
did not find my faith in my pupils 
misplaced. 

Mr. Rogers : — 1 think it a good 
plan to allow them to read. More 
good come from it than harm. If 
idle they may. get into mischief. 
They do not w 7 ant to review the 
text books. 

Mr. Walker : — Do you assign 
enough work to keep them busy 
during the study-hour '( 

Mr. Rogers ; — As much as 1 can. 
Some are brighter than others ami 
get through sooner. 

Mr. Walker : — Do you allow 
them to study any during the day? 

Mr. Rogers :— No. not unless 
through work. 

Mr. Walker :— The habit of giv- 
ing a certain time in the school 
room for study should be followed 
only when the time in the study 
hour has been fully occupied. The 
teacher on charge ought to go to 
the teacher of the idle pupils and- 
see if they can be trusted and re- 
port him. If it is true that he gets 
100 in his recitations then no 
objections can be raised against his 
reading, rather ought it to be en- 
courage. Unhappily it rarely occurs 
that 100 recitations follow. 

Miss MoJvinley :— 1 would like 
to see the question answered no. I 
have had so much trouble with the 
girls wanting to read or write letters 
duriug study hour. 

Mr. Walker: — 1 am glad the 
question came up. It ough to be 
canvassed. If the teacherst would 
make a rule that when a pupil you 
think should be studying, is not, to 
make a note of it hand to me and I 
will find out whether they are shirk- 
ing- work or not. If the teacher 
gives permission to read after gett- 



so 



FOURTH TEAHCER& CONVENTION OF THE 



ing his lessons it would be all right. 

Miss Harrison : — How would it 
do for the teacher to write written 
permit to the teacher on charge 
giving this privilege to the bearer 
of said permit 9 

Mr. Thompson : — 1 agree with 
Miss McKinlev and Mr. Harah that 
there should be no reading in the 
study hour. The hour is intended 
for study and should be spent in 
study. Our examinations show 
this. Many do not know how to 
study. It is sort of parrot work 
with some vvho do not know the 
relation of one word to another. 1 
often explain the meaning of a word 
and in a few days they will come 
again saying they do not understand 
it. If they do know their ie&sons 
let them review. It has a bad in- 
fluence on pupils if one reads near 
another who is studying. 

Miss Jones : — I think pupils in the 
study hour should not be allowed to 
read other than the lesson assigned 
them for this reason. They are apt 
to skim over the lesson in order to 
spend the rest of the time persuing 
something else. If their lessons are 
not sufficiently long or difficult to re- 
quire an hour's study, their teacher 
should assign lesson which will re- 
quire close application during the 
time appointed for study. 

Miss Coe : — I supposed of course 
you meant that the pupil must first 
ask permission of his teacher. The 
names of those pupils who are allow- 
ed to read should be given to the 
teacher on charge. 

Mr. Walker : — The teachers un- 
doubtedly have this in their own 
hands, you are criticising yourselves 
if you do not report to the Super- 
intendent or teacher if the pupil 
does not have his lesson. In case 
of brighter pupils, as I think Mr. 
Rogers must have in mind when he 
says he allows them to read. It is 
hard to tell them they cannot read. 



You should find out about those 
pupils and make rules accordingly. 
The teacher must watch this. With 
the older ones more trouble is found. 
With those who have their lesson 
and love to read some especial 
arrangement should be made. Why 
not let them go a little faster? We 
go slow enough as it is. If it is go- 
ing to have a bad influence in the 
others an explanation should be 
made to all that such ones get per- 
fect marks in recitations therefore 
can afford to spend time in reading 
and improvement in that direction. 

Miss McKinley : — Why not ex- 
cuse them from the study-room '! 

Mr. Walker : — There is no plaee 
else for them to go. 

Miss Stout : — It seems to me the 
printed rules should be obeyed. 1 
would not be at all willing foi my 
pupils to do anything else but 
study. 

Mr. Walker : — If the teacher 
could give to me a list of those pu- 
pils who can get through their les- 
sons more quickly than the others, 
those who are honest etc., I might 
have the list placed in a conspicuous 
place for reference for the teachers 
on charge. 

Mr. Clippinger: — Let me sug- 
gest that a written permit be given 
to the pupil by his teacher. 

Mr. Walker : — Too much red 
tape about that. 

Mr. Clippinger.: — I am opposed 
to an obsolute and arbitrary prohibi- 
tion of reading in the study-room. 
For when a pupil has learned his 
lesson he can better employ his 
time in reading than in sitting idle 
and I suggested the permit system 
as a means by which the teacher on 
charge, could ascertain the stand- 
ing and veracity of the pupil, his 
probable knowledge of the lesson 
and the wishes of his teacher in the 
matter. The advantages of read- 
ing to a deaf pupils are of superior 



KANSAS INSTITUTION FOR D. AND D. 



'21 



value, and if a pupil is so interested 
in a book to take the trouble and 
thought of getting a permit, what 
he reads will make an impression 
on his mind that will be of equal, if 
not of better, benefit to him than 
his lesson. These permits might be 
given in nature of rewards of merit, 
but they should be given sparingly. 

Mr. Walker : — Second thought 
makes this seem to be a good plan. 
These permits might be on printed 
slips. If the pupil is interested in 
reading he will take the trouble to 
get them. 

Mr. Rogers : — History and Geo- ■ 
graphy lessons seem very easy for 
semi-mutes, while for others they 
are hard. So what are they to do 
when they have finished their les- 
sons. 

Mr. Thompson : — if the} 7 are so 
bright they should be put in a 
brigter class where the work will be 
hard enough to keep them busy. 

Miss Coe : — In speaking of the 
permits, suppose you should give a 
bright pupil a lesson. We cannot 
tell whether he will finish it or not. 
He may, but may not have obtained 
the permit. 1 think it would be a j 
good idea to appoint a member of 
the class who can be trusted and 
who shall be held responsible by 
his teacher for the failure of any 
member of his class to properly 
attend to study during regular . 
study-hours. 

Mr. Walker : — This monitor 
might have a good friend in the 
class and if informed upon, thus 
make an enemy. 

Miss Coe : — I had monitors in my 
class and found it a very good plan. 
I chose for monitors those I knew 
would do their duty and the rest 
knew that I held the monitor ac- 
countable for their conduct during 
study-hour and if any hard feelings 
were engendered they failed to rise 
to the surface. 



Miss McKinley : — I could not 
approve anything of that kind, for 
although we might trust their 
honesty we could not always trust 
their judgment. 

Mr. Thompson: — I remember 
when I was a j upil the members of 
the high class were appointed as 
monitors over the younger classes 
and there was very little trouble. 

Mr. Harah : — Permits if not 
too freely giyen may do well. The 
teacher should only give them to 
those whom he feels sure would re- 
cite their le&sons well and whom he 
wishes to be permitted to read. 

Miss Coe : — The pupil may not 
know whether he will get his lesson 
or not. How then can he get his 
permit? 

Mr. Walker : — If they are in- 
terested they will be sure to know 
whether they can get through or 
not? What form of a permit should 
be used? 

Mr. Clippinger : — I think it 
should be confined to the last half 
of the study hour*. 

Mr. Walker : — Yes, Certainly. 

Mr. Clippinger : — 1 think the 
teacher on charge should first sat- 
isfy himself whether the child has 
a right to read by pemission of his 
teacher. 

Mr. Walker : — How would the 
teacher on charge satisfy himself 
that the child knew his lesson? 

Mr. Clippinger : — By asking him 
a question or two. 

Mr. Walker : — 1 differ in this. 
If the teacher has taken the re- 
sponsibility of letting him read, that 
is all. If permit is once given the 
responsibility of a good or bad lesson 
is on the teacher. 

Miss Townsend : — Will it not 
make dissatifaction among the 
pupils? 

Mr. Walker : — I think not. 

Miss McKinley :— I would like to 
have Mr. Walker give us his idea. 



22 



FOURTH TEACHERS* CONVENTION OF THE 



Mr. Walker : — I would have 
some slips printed and given to the 
teachers. On them say "Teacher 
on charge may permit (blank) to 
read other books after his lessons 
are learned": Would it be best or 
not to have date? If not they might 
be used over again. Teachers should 
afterwards take up and destroy or 
return to Superintendent. 

Miss Coe : — Good idea for the 
teachers to retain the permits when 
presented during study hour. 

Miss McKinley : — 1 would be in 
favor of a daily permit. 

Moved and seconded that Mr. 
Walker's suggestion be adopted. 

Mr. Walker: — We will try it. 
The purpose is to get rid of any 
dishonesty. 

Ten minutes intermission. 

Amotion was made and carried 
that the we take up the first five 
articles to be read. 

"Newspapers in the school-room 
from Proceeding of 12th convention 
read by Miss Capper. 

"Teaching Pupils to read." Ed- 
uca'or Vol. II. No. 6. P. 385 read 
byMiss Stout and "T< acl.ii g il.e 
deaf to read." Educator Vol. 4. 
No. 6. p. 389, read by Miss Stout. 

"Forming habits of Reading." 
Proceedings 12th Convtion p 219, 
read byMiss Townsend. "Reading 
Books for the Deaf," from 
Proceeding's of 12th. Convetion 
read by Miss Israel. 

"V useful exercise in language." 

Educator Vol. I No. 4. read by 
Miss Jones. Discussion opened. 

Miss McIvinley: — ltseemsto me 
we have discussed reading pretty 
thonjyhlv. 

Mr, Walker : — Perhaps new ideas 
could be taken from Iheso article 

Passed on to "Little Friend.'' 1 
It> value and how it may be improve- 
ed." 

Mh< Mc t Ctxl'.:y :— I think "The 
Little Friend" is of great value if 



well edited. Keep the pupils "inut- 
isims" out of it. Let them write the 
locals but if not in good language 
then the teacher should be at liberty 
to change. We do not expect tin in 
to use good English but that is what 
we want them to see. 

Mr. Clippinger : — What is ibis 
paper intended for? 

Mr. Walker: — A paper used just 
in the school. 

Mr. Rogers : — The quality should 
be improved. Not so much quanti- 
ty we want but quality and the read- 
ing matter should be more interest- 
ing. 

Miss Jones : — "When I had the 
paper in charge 1 sometimes thought 
the pupils could derive more benefit 
it the writing of locals were made a 
regular exercise and the corrections 
made before handed to the Editor. 
As it is the Editor must go all over 
them and correct where as if the cor- 
rection could be made before the pu- 
pil the benefit would be greater. 
They send their locals in thinking 
they are correct. 1 think there 
should be a regular time for writing 
the locals. 

Miss Harrison : — I agree with 
Miss Jones in saying there should be 
some set time for writing locals. I 
donot'Jiink 'The Little Friend" is 
what it should be. The object is to 
create in the pupil a desire for read- 
ing. Nothing should be placed before 
the pupil but the very best English, 
I do not think the paper should he 
wholly made up of locals. A good 
plan is i'o ■ the teacher to supply 
some matter in the line of news, a 
little history or description of coun- 
tries, people, etc. All should be 
written with care in good and easy 
language, yet sufficiently simple to 
he comprehended by the piruls. 
This it serins to me, would make an 
interesting, yet at the same time, 
holo'nl pap°r for our pupils. 

Adjourned until 1 o'clock, 



KANSAS INSTITUTION FOB D. AND D. 



23 



F»iday, 1 o'clock P. M. 
Convention called to cder by 
Chairman. 

Tcpic. — "The importance of deal- 
ing with our pupils as individual 
character." Short discussion fol- 
lowed. 

Question : — "Should attention be 
paid to the different disposition of 
pupils in considering- how they 
should be punished. 

Mr. Walker: — There is a great 
deal in understanding children. 
To know how much punishment and 
how. much praise to give them. 

I have a great deal of punishment 
of one kind and another to give. 
Different kind of pupils come here. 
Some are born mentally and morally 
obtuse. 1 have in mind one or two 
boys who puzzle me. They seem 
to dislike to be punished physically 
but it does not last and 1 feel each 
time that I will not punish them 
again. A lasting effect, is what 1 
w«nt. "\Vlr-»t to do in different 
cases is quite a problem. To class- 
ify the different misdemeanors is 
what is wanted. As Miss McKinley 
says some are brought to lie from 
fear of being caught in meanness 
and others because morally mean. 
I do not see how we can lay down 
a rule. If we could lay down two 
classes of lies it might do. But to 
understand the disposition of each 
pupil, that the teacher should study 
and the superintendent should know 
something of this too. Those who 
come before me frequently 1 learn 
t'» know pretty well. 1 think though 
that we can only study the character 
of the pupils and put this with the 
cool judgment and experience of 
former years. Some do not do 
wrong because afraid of the punish- 
ment. I think you, Miss McKinley, 
have one or two oas n s in your elass. 
With these it is hard to decide just 
what to do. I think in one or two 
cases I saw an improvement last 



year as they grew older. I think 
all the teachers have characters that 
puzzle them sometimes. t The in- 
fluence produced here should be 
lasting. As to the question itself I 
am a little in the dark as to what 
advice to give. 

'Reading Room for the Pupils.'' 

Mr Rogers:- -I have not had 
much time to arrange thoughts on 
the subject and am not able to say 
much of importance. Last year 
when 1 would relate some incident 
to my pupils in the school-room, 
they would ask what paper I 
found it in. This led me to think 
that we needed a reading room. 
1 think it would be very beneficial 
and much good be dervied from it. 
Nearly all Institutions have a read- 
ing room. 1 found in Colorado 
they have a very good reading room, 
the eurls having the ro< m one dav 
and the boys the next. Some of my 
pupils subscribed for the Kansas 
City S'ar last term. They enjoyed 
reading it and when one had finished 
reading it he would hand it to the 
other pupils. If they omitted read- 
ing anything I would speak of it 
and t!.ey would refer to the paper 
again. 

Miss Coe: — ^\ e had a reading- 
room in Indiana but am sorry to say 
that the boy's room was left open in 
the afternoons and the little boys 
went in and did so much mischief that 
it was practically abolished. Could 
be remedied though by rules. The 
girl's reading-room is a very popular 
resort for the girls of the older and 
intermediate classes. I often no- 
ticed, as 1 passed, groups of girls in 
pleasant conversation, while others 
read and others wrote., for pens and 
ink were kept on the tables. The 
girls certainly appreciated their 
reading room. 

Mr. Thompson: — When Mr. Walk- 
er came he had the reading racks 
put up in the study room but the 



1?4 



FOURTH TEACHERS' CONVENTION OF THE 



little ones tore the papers and car- 
ried them off. I think some place 
should be had for reading 
but the tittle ones should not be 
allowed to go in. Something similar 
to the Y. M. C. A. rooms might do. 

Miss Coe: — Another arrangement 
of the Ind. Institution is having 
large bulletin boards on the walls of 
the study-rooms, where every one 
can see them. Some teachers find 
interesting items of news, has them 
printed on the typewriter and put 
on these boards. A teacher chosen 
by the Superintendent has charge of 
this. 

Mr. Rogers: — The little children 
are given to destroying. If a read- 
ing room were established it would 
be well to have rules admitting only 
the 1st, 2nd, 3rd, 4th, 5th and 6th 
classes. Good idea to put the head- 
lines of items of news on the bullet- 
in boards and this would interest 
them and lead them to read the 
papers. 

Miss Coe: — I think they should be 
allowed to talk about what they 
read. All right to have rules for no 
playing but not to prohibit talking. 

Mr. Walker: — Where would you 
like to have the room, Mr. Thomp- 
son ? 

Mr. Thompson: — I do not think of 
any particular place at present. 

Miss Coe: — 1 think it a good idea 
to have the bulletin boards in the 
boy's and girl's study- room. The 
news could be put on each morning 
before Chapel. It is not much 
trouble for a teacher. 

Mr. Rogers: — Perhaps when they 
get this it would be all they want. 

Mr. Walker: — A few years ago 
we put up the racks but found it to 
be of but little good. In the last 
years I have been giving accumula- 
ted papers to the boys, some to the 
girls. With these they did as they 
pleased. I generally gave them the 
daily paper in the evening. 



For lack of room we could come 
no nearer a reading room than this. 
I think more good is gotten from 
the papers when they buy them 
themselves than when 1 give them 
to them. They want to get the 
good from them after they have 
bought them. 

Miss Harrison:— I think it would 
be nice if the girls had a sitting 
room, cozily fitted up with books 
and reading matter, a few easy 
chairs, tables etc. 

Mr. Walker: — Have you been in 
their rooms lately? I think tin 1 
girls are pretty well fixed. The 
boys are not so comfortably fixed as 
the girls. 

Question — "How can we make in- 
dependent thinkers of our pupils? 

Miss Coe: — 1 sometimes ask my 
pupils if they understand something 
of which 1 have told them. They 
say yes, yes, not thinking at all. 
How to arouse them and make them 
think for themselves is the question. 
1 think 1 made independent think- 
ers of three or four of my pupils last 
year but how I did it I do not ex- 
actly know. 

Mr. Thompson: — 1 asked my pu- 
pils on'e time "What are demo- 
crats?" "What is their platform?" 
They said they did not know. 1 
told them they must read the papers 
and find out. 

When asked what Republicans air 
the only answer given was that they 
are Republicans because they did 
not want slavery. It is very diffi- 
cult to make them think. In the 1st, 
2nd, and 3rd, classes the pupils 
should be made to be independent 
thinkers. 

Miss Coe: — I tiiinK we help them 
too much. They expect us t-> give 
them everything and they give us 
nothing. We ought to require 
them to give us more. 

Mr. Thompson: — I think it would 
be difficult to make Independent 



KANSAS INSTITUTION FOR D. AND D. 



^r> 



thinkers ofthe younger pupils. 

Miss Jones: — This could only be 
applied to the older classes. Teach- 
ers can keep by drawing the pupils 
out. Newspapers aid debating socie- 
ties etc. 

Mr. Walker: — Independent think- 
ers are rather scarce. Rather 
a scarce article. In the Public 
Schools very few independent 
thinkers are found. Perhaps as 
many in our schools for the hearing. 
In fact there are very few adults 
who are independent thinkers. 
All are led by some one 
else. We should not become 
discouraged with our pupils, 
although we should encourage 
independent thinking among them. 

"How to bring about a spint of indepen- 
dence among our pupils." 

Mr. Rogers: — Little deaf child- 
ren are usually treated a little dif- 
ferently at home than their brothers 
and sisters. They are allowed to 
act differently by the parents and 
when they come to school they have 
a feeling of dependence. We should 
omit no opportunity to make them 
more independent. In prayer-meet- 
ing this can be done by making 
them lead it themselves and not 
rely on the teacher for ever3 T thing. 
For unless this is done when the} 7 
leave school th°y will still be de- 
pendent and feel dependent. 

Mr. Walker : — We had that 
question up yesterday and decided 
that a little aid from the teachers 
would be helpful. They are not 
able to stand alone and I think they 
should have a little guidance. 

Mr. Rogers: — I think it well 
to give them a little correction but 
give them to understand that they 
must stand alone. 

Miss Coe: — I think the pupils 
should be broken of the habit of 
accepting everything given them 
without a question or thought about 



it. 1 want my pupils to think, to 
use their reasoning powers. 

Miss McKinley: — 1 think it a 
good plan for drawing them out to 
question them a great deal and have 
them question us. 

Miss Harrison: — If asking ques- 
tions is a sign. of independent think- 
ers I know 1 have some independ- 
ent thinkers. Discussion closed. 

Mr. Walker:— The following 
articles to be read will give us help: 

"How shall we give our pupils a 
wider horizon.' 7 Annals, July '90 p. 
173, read by Miss Townsend. 

Mr. Walker: — That is a very 
pleasant article to listen to. 

"A Language Exericise'' Educa- 
tor Vol. I No. 4. read by Mr. Clip- 
pinger. 

"The Colloquial use of English by 
the deaf." Proceedings of 12th. 
convention, p. 112. 

Miss Jones: — The pupils of the 
printing office, I notice convey 
their ideas in better English than 
pupils in other departments. The 
reason for this lies in the fact that 
they are required to follow the Eng- 
lish order of thought in setting type. 
This may argue the superiority of 
the Rochester Method over all other 
methods of teaching since by con- 
stant spelling the pupil forms the 
habit of thinking in the English 
language therefore uniting with 
greater facility than if handicapped 
by the habit of thinking in the sign 
language 

Mr. Walker: — I think we ought 
to spell to them more than we do. 
The combined system is best, that 
of spelling and signing:, but the 
trouble is that we are apt to use too 
many signs. I think it would be a 
mistake to do away with the signs 
altogether for there are times in ex- 
plaining where we need signs. Mr. 
Harah told me that in their execises 
in chapel all that they did was that 
Dr. Gallaudet spelled a chapter of 



2G 



FOURTH TEACHERS' CONVENTION OF THE 



the Bible and then sometimes com- 
mented upon it in signs. 

]\Jr. IIarah: — Yes, at college Dr. 
Gallaudet and tlie other professors 
took turns in spelling chapters from 
the Bible every morning and every 
student seemed to be able to under- 
stand them as easily as though he 
had been reading the chapter him- 
self. All the Professors took turns. 
But I certainly did not mean to sug- 
gest that it might be well to do 
that here for our pupils. They are 
too young. Some of them might be 
benefitted but most would not. To 
pupils in a school like this lectures in 
chapel should be delivered in signs 
so that all may understand them. 

Miss Harrison: — If the time was 
not limited to 8 or 10 years 1 think 
the Rochester method would be the 
method, but. as the time is limited 
to so short a time 1 think the com- 
bined method to be the better. 

Mr. Walker: — Put spelling be- 
fore the eye as often as we 
can and do it naturally, the same as 
to a hearing child Forget for the 
time that they are deaf 

10 minutes Intermission. 

"A Suggestion," E luca'or Vol. 1 
No. 8.— read by Miss Israel. 

Mr Thompson: — 1 think we need 
to teach language more than any 
thing else, thus fitting them the bet- 
ter for life after they leave school. , 

"An Excellent 'School Excerise." 
Educator Vol. 11. No 4. — read by 
Miss Mckinley. 

Mr. Walker. — This shows how 
much can be drawn out. A good 
way of getting pupils to ask ques- 
tions. 

Mrss McKint.ey: — 1 have used 
this plan and found it very interest- 
ing to the class. The pupils can 
hardly wait for their time to ask a 
question. 

Mr. Cupiuxgf.r: — An exercise of 
this kind is most valuable. Itpnts 
a pupil upon inquiry and enables 



him to obtain the colloquial form of 
expression. 

"The lnterrog^tives," Educator 
Vol. 11 No. 2 read by Mr. Walker. 

Mr. Walker: — In teaching spell- 
ing 1 want to add that sometimes 
a teacher sends a pupil to me 
and he spells instead of signs. 
This is all right with the primary 
grades but the teacher should teach 
his pupil to spell at a more rapid 
rate for the teachers are supposed 
to read at a moderately rapid rate. 
They should also be taught to read 
more rapid spelling, though not too 
rapid. 

Miss McKliney: — Is it not a bet 
ter plan to have the pupil write 
what he wants to say. Then the 
teacher can quickly correct any er- 
rors 

On motion it was agreed to take 
up Saturday's work. "How should 
the articles "a" and "the" be 
taught? 

Miss Harrison: — 1 cannot say 
how they should be taught but I 
can tell how 1 taught the distinction. 
I told my pupils that in speaking of 
objects which were in the school- 
room, if there was but one object 
they should use the; but if there 
were more than one object, and they 
spoke of one of them, they should 
use a. 

The same rule may be applied to 
objects which they have at home. 
If they are speaking of a harrow, 
they should say the harrow, because 
it is supposed that there is but one 
harrow at tin 1 barn. Of course this 
rule could not always be relied up- 
on. "The exception proves the 
rule." Then, in speaking of one of 
several objects, after mentioning it 
at first as a — 1 explained t<> the pu- 
pils that they should say the, never 
speaking of the sa*ue object but once 
as a. 

Miss McKinley: — After teaching 
where there is only one object to 



KANSAS INSTITUTION FOR D. AND D. 



27 



use "the", a pupil says to you, "The 
wagon is going by." How do you 
correct that ? 

Miss Harrison: — There are ex- 
ceptions to this rule. . But in case 
a pupil would say "The wagon is 
going down street." 1 believe I 
would venture the attempt to get 
out of that difficulty by saying that 
there are more than one wagon on 
the entire length of the street. This 
theory, may seem ludicrous, but I 
believe it is a safe one. 

Miss Lindsay: — When there are 
two doors in a room we da not say 
"a door" but "the door." 

Mr. Walker: — We would say 
"the door" in speaking of the door 
used the most. 

Mr. Clippinger: — The speaking 
child is taught the use of the articles 
without being taught any rules. t 
think perhaps the deaf child learns 
largely in the same way. The only 
rule that occurs to me is that in the 
first reference to a thing, £/ie denotes 
a partieid ir object, a denotes an in- 
definite object. And the is always 
used when an object has been re- 
ferred to previously. 

Mr. Walker: — 1 think it well for 
the teachers to make so«n.e little rules 
but always have exceptions. 

Miss Harrison: — Sometimes in' 
presenting a new subject, 1 think I 
know iust how to make it clear to 
the pupils, and perhaps I will get 
along all right for a few days but 
after a while some exception will 
come up an I 1 find I have not made 
it so clea • ;>s I at first supposed. 

Mr. Walker: — Analyze the ex- 
pression used by a deaf mute and 
you will nearly always find they 
have somiS reasor for using it. If 
the teacners will analyze their mis- 
takes anil wri f e out the analysis, 
saying they must have thought so 
and so, they will get \aluable hints 
for themselves as to tho mental op- 
erations of their pupils and seeing 



their defects may remedy them. 

Miss Ooe: — 1 thought when I 
began teaching that 1 knew more 
about it than some others I had 
seen teaching, but the longer I 
teach, the less I seem really to know 
about it. I grope about in semi- 
darkness. 

Miss Harrison : — I have had the 
same experience. 

"How should we teach pupils to 
distinguish between the use of "to" 
and "for"? 

Miss McKinley: — By giving the 
rule that with verbs "to" is always 
used and "for" wiih nouns. Make 
clear at the start by a long list of 
sentences such as "John went to 
the field toplow. "Fred went to 
town to ivork 1 ', etc, "Mary went to 
the field for flowers, "Kate went to 
town for thread" etc. Then show 
• in such sentences where to is used 
the word following is a verb arid 
where for is used a noun follows. 
They will have no difficulty in re- 
membering the distinction. 

"Asked, Told, Said," EJucator 
Vol. No 3, read by Mr. Walker. 

Miss Harrison — I have not taught 
said 11 but with "told" did not find 
much trouble. 

Mr Walker: — In my teaching them 
I found some trouble. 1 made the 
mistake of teaching them all at once. 
"Told it,'' "said it," "told that" 
"said that," "asked that," "asked 
how," "asked what," etc, etc,. I 
had rules but have forgotten them 
but it was a mistake in teaching 
them all together. 

Miss Harrison: — When I taught 
"told" and "asked" did have trouble. 
I told them when Mr. Walker 
gave me a command lie fold me to 
do so and so, but "I would ask 
him." So with my pupils. 1 tell 
them to open the door. They ask 
me to open the door. 1 would 
show than an inferior asks and tnat 
a superior telh. 



*JH 



FOURTH TEAHCE11S 1 CONVENTION OF THE 



Miss McKinley : — 1 made a 
symbol to show the direct and in- 
direct object. I would write 
"Mr. Walker told Burt to shut the 
door." Write over it "told who " ? 
in brackets and over the other "told 
what" ? Same with "ask who "? 
"ask what'/ Discuission closed. 

Question, "How would you teach 
personal and relative pronouns"? 

"Personal and Relative Pro- 
nouns." Educator Vol. 1 No. 9, 
read by Miss Lindsay. 

Mr Walker : — If we teach the 

use of Relative pronouns the pupils 

do not use them much and when 

"they do the use seems stilted and 

bookish. 

Mr. Harah : — I will not say much 
about them as 1 have not had much 
experience in teaching- them. I can- 
not tell just when it is best for them 
to be first taught. 1 would, how- 
ever, think it best to first give the 
pupils a clear idea of nouns and 
show them that pronouns are used 
in their place. 

Question, "Should Grammar be 
taught in the Intermediate grades?" 

Chairman, 1 would like to hear 
from you, Miss Harrison. 

Miss Harrison : — I would prefer 
to hear from some one else first. 

Mr. Rogers : -Does it mean with 
a text book f 

Answer, yes. 

Mr. Rogers — 1 think it should 
be taught in the intermediate 
grades. Right in the beginning and 
keep it up. For if we wait until the 
1st. and 2nd. classes they will net 
have time to get an understanding 
of it. 

Mr. Harah: — Yes 1 think it should 
be taught in the intermediate grades, 
and from text books beginning 
with about the third highest grade. It 
is a very important study for the deaf, 
much more so than for the hearing. 
The deaf need rules to know when 
their language is correct or not. 



Without them they would most like- 
ly, after leaving school, g( t their lan- 
guage mixed up. 1 would think it 
important and well to begin teach- 
ing grammar from text books by 
first giving the pupils a very clear 
understanding of the different parts 
of speech, and then of their proper- 
ties, the different rules of Grammar, 
etc. Some think that Grammar is 
not very good for the deaf to study 
1 disagree with them. I firmly be- 
leive it is one of the most important 
studies for the deaf to study before 
going, out into the world to depend 
on themselves. Without it what 
guide would they have to shield them 
against errors in their language'/ 

Mr. Thompson: — I noticed years 
ago that the deaf made so many mis- 
takes in original work. 1 wondered 
why and concluded that they did not 
know the principles of Grammar. 
The speaking child get language by 
hearing it and perhaps do not need 
the principles so much as the deaf. 
I think it well to commence the 4th 
or 5th year. Take two classes, one 
where Grammar has been taught and 
the other not, and you will find that 
the one which has been taught Gram- 
mar is far ahead of the other. 

Miss Harrison :— I firmly believe 
in teaching Grammar, if the symbols 
we use are called Grammar. 1 hard- 
ly know what 1 would do without 
the symbols. 

Miss Coe : — The next question is 
mine.- "Does technical Grammar 
help or retard a mute in acquiring 
correct language ? 1 taught my 
pupils the different parts of speech. 
Gave them words and told them 
what they were. 1 gave them a lit- 
tle at a time and did my best to 
make all plain and fully understood 
and found quite an improvement. 
When they came to a new word in 
reading they would ask me what it 
was, noun, verb, adverb, or what and 
when 1 told them thev understood it 



KANSAS INSTITUTION FOR D. AND D. 



2Q 






and could use it for themselves. 1 
was obliged to give up teaching 
Grammar in my class but 1 noticed 
that they lost ground alter dropping 
it. 1 wanted easy text books but 
was not permitted to have them, i 
never could make the Principal un- 
derstand what 1 wanted to do. He 
knew all about it and when 1 started 
to explain, would cut me off wit! i a 
long harangue. 1 should never 'have 
attempted to teacii my pupils all 
that was in the text book 1 wanted, 
but there wore simple and valuable 
lessons scattered all through it 
which would have helped them 
very much and I did want them to 
have those., lessons. Then, they 
loved grammar a id out of school 
hours would have read the exerci- 
ses given in the book and profited 
by the reading. They were contin- 
ually borrowing my own books and 
talked intelligeuly about what they 
found there in asking more ques- 
tions, perhaps* than some teachers 
would like to answer, though 1 en- 
joyed explaining all they asked 
about. 

Mr. Walkkjk :— In using the word 
"Grammar" we do not mean using 
the text book. hj the .course it 
comes in the eighth year. 1 think 
we can commence; using the symbols, 
too early. 1 used to think Grammar 
not necessary until the higher 
grade's were reached. But have 
found that, we should put the same 
amounted' language before the deaf 
child as before the hearing. 
The sooner the better, to get 
a deaf chil.il to understand that a 
lion i is a different kind of a word 
from a ve»b. 

Mm Cos.: — I do not advocate 
teaching them all there is in Gram- 
mar, but give them rule** <o go by, 
not tell them to go on, go .sVaV/V, 
and leave them blindfolded. Xn 
wonder, then, if they continually 
wander from the straight road. 



Mr. Rogers: — 1 find that con- 
genital deaf mutes gain good from 
Grammar but that the semi-deaf are 
not inclined to care for it until they 
have been in school longer. 

A motion was here made and car- 
ried that the. Convention adjourn 
until Saturday, 8 a. in. 

Saturday 8. a. in. 

The meeting was called to order 
by the President.. 

(Question. '.Was there anything 
the matt'.o- with our Teacher's 
meetings last year? If so what 
remedy can be applied?" 

Mr. Thompson:—! think our 
teachers' meetings were, in a meas- 
ure, beneficial. 1 believe, however, 
that we met too olten and did not 
have our subjects long enough to 
give them any thought. 1 would 
suggest that we meet once in a 
mouth. Then let us have a com- 
mittee to arrange prograrnsand lead- 
ers for each meeting and let the 
subject be placed on the bulletin 
two weeks before each meeting. 1 
would like to hear from Miss Coe. 
Dow did you conduct your teacher's 
meeting in 1 ndiaiia? 

Miss Coe: — We had teacher's 
meetings for a time, meeting once a 
month, but they finally died a na- 
tural death. 

Miss McKinley: — One thing the 
matter Wns the small attendance. 
Every teacher should try to attend 
every meeting. A program pre- 
pared several weeks beforehand 
would perhaps be better 

Chairman: — It is just as well to 
have no committee as one which 
won't work. 

Miss Harrison: — -1 found that 
when 1 « as on that committee very 
few teachers would give nubject for 
the meetings. 

Mr. Harah: — Once a month 
would give moiv time 1 1o be prepared 
to discuss subjects well, than to 
have discussions semi-mothlv. 



3() 



EOltiTH TEAVHER& CONVENTION OF THE 



Mr. Walker:- -We would like to 
near from Miss Stevenson, how 
they conducted their teacher's meet- 
ings in Iowa. 

• Miss Stevenson:-- We had teach- 
er's meetings at first once a month 
but it finally died. We did not be- 
come tired but do not know why it 
died. 

Mr. Walker: — Was it compulsory 
for the teachers to attend? 

Miss Stevenson:— -No not com- 
pulsory. The Principal always 
attended and asked teachers to give 
subjects for discussion. 

Miss McICinley : Mr. Thompson 
was mistaken in saying that we had 
no teachers'* meetings until Mr 
Walker came. We had them once 
a month when Dr. DeMott was Sup- 
erintendent. Another mistake, 1 
think was that we have made the 
teachers' meetings, a sort of practice 
school for using the sign language. 
New teachers in making remarks 
have struggled with signs and are 
*iot able to say anything with any 
satisfaction wither to themselves or 
to others Let us have an interpret- 
er. 

Mr. Thompson : — 1 do not agree 
exactly with that. If we have an 
interpreter, he does not always in- 
terpret what is said, but there is a 
difference in interpreters. 1 think 
most of the deaf would not oppose 
having an interpreter. I have been 
in meetings when they had inter- 
preters and would get very little 
good from the meeting. 1 object to 
the chairman calling upon certain 
ones all the time. He should call 
on different ones Those who have 
to do all the talking become tired. 

Miss Coe:--1 do not believe in 
saying anything in teachers' meet- 
ing unless one has something to say 
that is worth saying. 

Mr. Walker: — 1 was surprised 
to hear that the Iowa school let their 
meeting die for the principal is a man 



who spends all his time in the school 
work. 1 think if 1 were the princr-. 
pal 1 would make it compulsory for 
the teachers to attend. One of the 
reasons for the meetings being less 
interesting may possibly be that we 
meet too often. 1 think the majority 
of Institutions have their meetings 
but once a month thus giving only 
seven or eight meetings in a year. 
1 would be sorry to see the interest 
drop and the meetings die. It does 
not speak well for any Institution to 
have their teachers' association die. 
Look at our public school teachers. 
They meet once a week and attend 
the Institute a month in the summer. 

The teachers should work as a 
unit to help along the pupils. 1 n the 
HI. Institution with a corps of thir- 
ty or forty teachers they are divi- 
ded into grades and h.*ve separate 
meetings. The Primary teachers 
have theirs, the Intermediate theirs 
and the higher grades theirs, but 
that would not do here. 1 never 
want to make it compulsory to have 
teacher's meetings. 1 do not 
always meet with you for the 
reason that 1 do not think 1 am 
always needed and indeed might 
depress the meeting in some way. 
If] thought 1 were needed 1 would 
endeavor to attend. 

Miss McKinley: — 1 do not think 
the Kansas teachers will let the 
meetings die, for 1 think they alt 
appreciate their value. 

Mr. Rogers : — When we have 
been teaching all da}' and have 
meetings directly after school closes 
1 do not think we get enough ex- 
ercise. 1 would suggest meeting 
after supper. 

Mis< Coe : — If we did the lady 
teachers would have to come and 
go alone, perhaps, in the dark. 

Mr. Harah: — 1 would not want 
to see the teachers' meetings stop- 
ped. 1 feel that seven times in a 
year is hardly often enough but 



KANSAS INSTITUTION FOR D. AND D. 



31 



once every two weeks is too often. 
I am in favor of having them alter 
supper. 

Miss McKinley :— These little 
details in regard to time can be 
brought up in the tirst regular 
teachers' meeting'. 

Mr. YY'alkek : — In regard tu the 
report of the meetings in the 
Star, 1 would like to see 
full reports. Not lor display 
but it may be of benefit to 
some one else Now a good 
many of the institutions have ad- 
dopted this plan. Minnesota, Wis- 
consin and others, so that other 
teachers might read with profit. It 
would help us to be more careful as 
to what we say if we know it is to 
be printed. 1 do not know how the 
Constitution reads in regard to the 
election oil officers, but 1 do not 
think it a good plan to change 
officers in mid-term. If we get a 
good president and secretary we 
ought to keep them. 

Miss McKinley: — What if we get 
a poor one/ 

Mr. Walker: — We should be 
careful and get a cood one. If the 
Constitution says elect officers once 
in four months 1 would advise that 
it be changed to once a year. 

Mr. Kodgers: — L did not find the 
Teacher's meetings very interesting. 
One or two teachers have every- 
thing to say and the others sit back 
uninterested. 

Mr. Walker: — The President 
should call on all and also keep or- 
der. 

Question — "How do you begin 
teaching numbers? 

Miss McKinley: — Of course 
every pupil who comes to school 
know 'one.'' 1 1 would always take 
one or two objects with which the 
child is familiar. Put one and one 
together. Take one away. In 
teaching addition and subtraction 
the little deaf child will ea;ily un- 



derstand, but the operations of 
multiplication and divison are a lit- 
tlt more difficult to comprehend. 
I would say begin at first by teach- 
ing addition and subtraction. 

Miss Harrison : — 1 would like to 
ask Miss McKinley if she uses lang- 
uage in connection with teaching 
numbers. 

Chairman : — That comes in the 
next question, 1 think. 

Mr. Walker : — 1 think it would 
be best to read Mr. Booth's article 
in the Educator*— Vol. 1 No 10. 
Alter reading this Mr. Walker read 
"Should numbers be taught to a 
first year Glass:"' Educator* Vol. 1. 
No. 4. 

Chairman: — Mr. Clppinger what 
has been your experience in teach 
ing numbers '( 

Mr. Clippinger : — 1 have not had 
a great deal of experience. 

Miss Stout: — 1 have taught two 
years and have not taught numbers 
yet. 

Miss Jones: — 1 think numbers 
should be taught the first year to 
fifty. 

Miss McKinley: — 1 believe to 
teach numerical adjectives even to 
2T) the first year, would be unneces- 
say. Little deaf children have no 
more need of numbers to 20 than 
they have to 2 J . 1 believe in keep- 
ing language, except the simplist 
forms, out of the exercises when 
t( aching numbers in the primary 
classes. 

Mr. Harah: — 1 was in school 4 
or 5 years, before given language 
with numbers. 1 think it well to 
give pupils a knowledge of the four 
fundamental principles of arithmetic 
before giving them numbers with 
language. 

Mr. Walker: — Miss McKinley, 
Miss Bartoi's book is merely used 
as a guide. In making the class un- 
derstand members from 1 to 50 is 
merely doing what the course calls 



;rj 



FOURTH TEACHERS' ON VENT 10^ OF THE 



for in the 4th year. 11 the lan- 
guage be put in signs it will awaken 
theiv minds. 

Miss McIvjnley. — They under- 
stand it right along if put in signs. 

Mr Walker: — In explaining 1 
allow the teachers to put the lan- 
guage 1 in signs. Even though in 
the answer the language mav be 
wrong, il* the answer is correct, i 
mark 100. I would not advise 
dropping the eourse of study. 

Miss McKixlev: — 1 only want 
language to express the problem 
and no more. The problems which 
the pupils will meet in praetical lite 
will not be buried in a mass of lang- 
uage. 

Mr. Waiker: — In some problems 
the language might be changed. If 
you come to difficulties change, 
but just stick to tin 1 method and 
get die pupil over the ground. If 
you bring your class to 
understand numbers to fifty you 
will do what is required. I think 
if the class is taught nothing but 
languag • for the first two or three 
years, they can catch up, in num- 
bers with those who li<tve been 
taught them at first. 

Miss Stout : — My pupils seemed 
very anxious to have numbers. 1 
told them to wait and it would be 
easier after awhile. 

Mr Walke* : — Yes, 1 think it 
best to teach language with a lew 
numbers for recreation. Did your 
class understand numbers to 50. 
Miss McIvinley? 

Miss Mclvixr.EY : — Yes. 

Miss Harrison* — 1 want to ask if 
in teaching onedialf. one-third, and 
one-fourth. 1 sbouM leach, Bessie 
lias one-half of an apple, or "one-half 
and on<>-half are how many?" 

Mk. \V.\l kfi-:— T ( : ( ]' ji s1 U o lang- 
uage nt first and not character. 
With brighter classes they might In? 
able to undcrtand the forms given 
above. 



Mis. Walker: — Mr. President, 

there is one question not answered, 
"Do pupils understand long arith- 
metical analysis better than short 
ones' 

Chairman : — Mr, Olippinger have 
you anything to say on the subject? 
Mr. Olippinger : — 1 have nothing 
to say but 1 would think the short- 
er the analysis the bettjr it would 
be understood. 

Mr. Hakah : — 1 agree with Mr. 
Clippinger. The shorter the better 
until in the older classes. 

Chairman : — If that is satisfactory 
to a 1 1 we will pass to the next sub- 
ject. 

"How to teach History." 
Report of llth. Convention, page 
327, read by Miss Mc Kin ley. 
10 minutes intermission. 
"How should History be taught." 
Report of 12th. Convention, page 
119, read by Mr. Clippinger. 

Mr. Walker : -There can be lots 
of tirn 3 sp.jatoa History and som ■- 
times lots of time wasted. 1 think 
it is not a good plan to load our 
pupils' minds too much with facts 
of the different battles. It is our idea 
to teach where battles were fought, 
why ,and what time, which side vic- 
torious and what the results were, 
important personages, what noted 
men distinguished themselves, as 
Sherman, Grant and others in the 
Civil war, as many dates as we need 
to put in and abreviate as much as 
possible. It is a question whether 
it would not foe a good idea to teach 
History by means of lectures. Per- 
haps it would be too much like story 
telling and might not fix facts in the 
mind. 

History is begun in the Gth year 
and taught during the Sth yeai, this 
being about all the lime that can be 
devoted to it during the school 
course. 1 run not sure that this is 
sufficient time to devote lolhestudy 
of History, y< t as 1 said 1 think 



KANSAS INSTITUTION FOR D. AND I). 



there is a tendancy to teach a great 
deal of unimportant matter in con- 
nection with History which trench- 
es on time that should be otherwise 
used. 

Mr. Thompson: — 1 think a good 
time to begin history is in the 5th 
year and complete it by the 6th or 
7th year, then take up ancient and 
modern history by the 8th year. I 
think the pupils should know more 
about American History than any 
other. 1 do not think it best for 
them to commit to memory but get 
the idea and give it in their o*vn 
language. 1 have found it a good 
place to sign a lesson which they 
have not studied and require them 
to render it in their own language 
This will confuse them but 1 then 
have them read the lesson and they 
will pay more attention to the idea 
than to the text. 1 believe in the 
pupils being taught something out- 
side of U. S. History. In the 10th 
year no history at all should be 
taught. 

Mr. Rogers : — 1 think for a bright 
class well graded, two years is 
enough time to spend on history, but 
not enough time however, for a 
dull class. To get a clear under- 
standing it is necessary to give 
short lessons. I think the lecture 
plan would be a good one 

Mr. Walker: — Who would pre- 
pare the lectures ? 

Mr. Rogers : — The teacher might 
£,ive the lecture and have the pupils 
write what they knew concerning 
i 

Mr. Walker : — How about con- 
ducting examinations when History 
is taught in this wa}^ ? 

Mr. Rogers : — Give the pupils 
books prior to examinatiion and let 
them study. 

Mr. Walker : — In order to have 
regularity in the study of History 
the teacher would have to prepare 
work for the text books are too 



hard for pupils. On the whole how- 
ever, 1 like the suggestion and see 
that it might save time without 
sacrificing too much time. 

Miss McKinley: — Why not give 
simple text bouks to class instead 
of the hard ones used in the same 
grades in hearing schools? 

Mr. Walker : — 1 would not dis- 
card the text books but decide on 
oie book and have the lectures 
taken from that. 

Mr. Thompson : — i thinks Barnes' 
History a good one because it does 
not go into detail. We should give 
the deaf children the same books as 
the hearing if we expect to educate 
them on the same level. 

Discussion closed. 

Mr. Walker : — Our program is 
completed with the exception of 
the optional work. Shall we have 
a session this afternoon or leave 
the rest for future work'/ On mo- 
tion it was decided to meet at 1 p. 
m. and take up the questions on 
Sunday School work. 

Adjourned. 

1. P. M. meeting, called to order 
by President. 

Question : — "Would not our Sun- 
day School be more interesting and 
profitable if conducted more like 
hearing Sabbath Schools? 

Miss McKinley : — It seems to me 
it would be. My idea is to 
have such helps as are used in hear- 
ing schools. If we had Sunday 
School papers it would make it much 
more interesting and when the pupils 
go home they could attend Sunday 
School and get more good from it. 

Mr. Walker: — Is that the only 
change you would suggest? That 
of distributing papers? 

Miss McKinley: — I do not know, 
I was never in any other Sunday 
School for the deaf. One Superin- 
tendent here had us all meet in the 
Chapel. My idea would be to make 
the Sabbath School as diffierent as 



34 



FOURTH TEACHFliS' CONVENT ION OF THE 



possible from the every-day school 
and, as much as possible like a regu- 
lar Sabbath School. 

Mr. Walker: — We have the chap- 
el exercises in the morning- where 
they all meet.' Often the Interna- 
tional Sunday School lesson is talk- 
ed about. This takes the place of 
Sunday School papers. The reason 
for having- Sunday Schools assem- 
bling 1 together is for lack of room. 
In Wannamaker's large Sunday 
School they try to have them in 
separate rooms as nearly as possible. 

Mr. C lipping er: — Do you use the 
International Sunday School lessons? 

Mr. Walker: — Yes, we copy 
from it. 

Miss McKinley: — Last year 1 
bought helps and papers for my 
class and found it the best year of 
Sabbath-school work 1 ever had. 

Mr. Walker: — Did you have 
them commit the lessons? 

Miss McKinley: — Just enough to 
answer questions 

. Chairman: — Have you anything 
to suggest Miss Harrison ? 

Miss EIarrison: — I do not know 
of any suggestions to make. 

'"Sunday Lesson for first two years 
at school." — Educator Vol 11 No. 
4, read by Mr. Walker. 

"Same" by Mrs. Zorbaugh read 
by Mr. V\ alker. 

Miss Jones : — 1 think the primary 
teachers should have a book contain- 
ing good material for illustrating. 
Sunday School lessons, like those 
furnished schools for hearing child- 
ren. Those who have spent some 
years in the work should be able to 
furnish just the material beginning 
tfeachers need 

Mil. Walker . — In buying this 
material for your class Miss McKin- 
ley. what was it worth? What was 
the costf, ? 

Miss McKinley : — 1 cannot just 
remember but think it was about 80 
cents for three months for cards 



and papers. 1 get them i'rom Cook's 
Publishing Co. vhich 1 think is the 
cheapest house. 

Mr. Walker: — How about the 
language can they understand it? 

Miss McKinley :■ — They dig away 
at it until they do understand it. 

Mr. Walker : — If you remember 1 
subscribed for a paper the first two 
or three years 1 was here which the 
pupils seemed to enjoy getting, but 
whether they received any good 
from it or not 1 do not know. 

Miss McKinley : — 1 noticed that 
the other pupils were very anxious 
to get the papers after my pupils 
had finished reading them. 

Miss Harrison : — Yes, my boys 
were very glad to get the extra 
copies which Miss McKinley some- 
times gave them. 

Mr. Walker:— Yes, 1 know they 
are glad to get them but do not 
know whether they are really worth 
the amount spent or not. The pict- 
ures are usually of no significance 
whatever. 

Miss McKinley : — I know your 
objections are very true but find the 
papers published for intermediate 
and higher classes better than those 
for primary classes. 

Mr Walker: — If the teachers 
will take up the subject in their 
teachers' meeting and come to some 
conclusion and bring it before 
me 1 will do all in my power to aid 
t^emin carrying it out. 

Mr. Clippinger: — What kind of 
papers are used? 

Mr. Walker: — Printed slips are 
given but each teacher allowed to 
conduct the recitation as he wishes. 
I do not think the Bible text can be 
used much before the 4th year. 
Nothing but the simple parts of it. 
They do use it but whether they 
understand is the question. 

Here is another question along 
the same line. "How much of the 
daily morning lectures do the pupils 



KANSAS INSTITUTION FOU D. AND D. 



3& 






of your class understand? 

Miss McKinley: — 1 answer tor 
my own class that 1 think they un- 
derstand all of it and appreciate it 
fully. 

Miss Harrison:— My pupils do 
not understand all of it. Some get 
the most of it but they nearly al- 
ways get the illustration used to 
bring out the moral. 

Mr. Walker. — The rest of the 
question is. "Do they get enough 
of it to make the moral application*/"' 

Miss Harrison:-^— 1 think a few of 
mine do. 

Mr. Rogers: — They can g^t the 
most of it and reproduce it. Some- 
times it is quite difficult and they 
make a poor out at it, for some texts 
are pretty hard to understand. 

Mr. Thompson : — In my class 
some have a great deal of trouble in 
reproducing it. They get the idea 
but find is hard to put in English, 
because not accustomed to it. They 
should not only see the lecture in 
Chapel but have something of the 
kind to read. Some do pretty well 
however. 

Mr. EIahah: — Some of mine 
get a pretty good idea of the 
lecture. Others do not. 

Chairman: — What about your 
class, Miss Stout? 

Miss Stout : — Some understand 
it of course, but hardly enough to 
make application but often they re- 
member the text and apply it. 

Mr. Walker: — Miss Stevenson 
how is it in your class ? 

Miss Stevenson: — I have third 
year pupils. I think sometimes 
they do understand the lectures, 
but not often. 1 have often asked 
them to put the lecture into English 
but found they could not do it. 

Mr. Walker: — The intention of 
the lecture is to draw out some 
moral point, for the pupil to carry 
through life to mould his character. 

This question. "What do you 



think of having them write a synop- 
sis of those remarks as a language 
exercise" is a more scholastic one. 
If the pupils can draw the moral let 
them do it. My object in having 
them do this last year was to com- 
mand attention and create the habit 
of putting the sign language into 
another language. It is a good 
habit when they see any thing in 
signs to be able to put it into Eng- 
lish. This was my object in having 
it done. 

Mr. Rogers : — 1 think it is a good 
exercise; but it takes a great deal" 
of time. It is a good idea to have 
one of the best pupils write on the 
large slates and the others look at 
it as a model For lack of time ] 
sometimes find it impossible to cor- 
rect all. The lecture looks very 
different when put in their English 
than it did when Mr. Walker gave 
it. 

Miss McK.inley : — I think it one 
of the most important uses of the 
lecture for the. teacher occasion- 
ally to write it nut in simple 
language in order to show 
the pupil that they have sufficient 
language to reproduce the lecture if 
they would only use it. There is 
danger of their thinking that such 
an exercise requires the most diffi- 
cult language to reproduce it. 1 
sometimes go to the slate after 
Chapel and surprise my class by 
writing the entire lecture without 
using word or construction but that 
they could have used themselves. 
One of the most difficult things is to 
make a class realize that they really 
have language enough for almost 
any exigency if they only know how 
to make is available. 

Mr. Tompson: — 1 have conesider- 
able trouble in my class £ in haVing 
the pupils say that such and such a 
teacher does not carry it out every 
morning and they do not want to. 1 
make no difference in this, however. 



ae 



':\ 



FOURTH TEACHERS' CON YENT10X OF THE 



Miss MoIvinley:---1 think, every 
morning is too often lor this ex- 
ercise.. 1 first tejl iny pupils to- 
give the text, then .what jijh VV a I i< - 
er said, then the illustration and 
lastly ,what does this teach us .' 1 
found tttat this generallv made them 
watcli for the application. 

Mr. VV:ALKEll:^~'lLhe advantage of 
this exercise is that it gives them dil'v 
fe rent forms of expression than any 
other exercise will give. L think it 
would be a goo,d:iPlau to hastily 
question them about the lecture, 
"what was it about /'etc 1 ' etc. It 
seems to me that a class which has 
been in school ..-.six .. y.ejarsi ought to 
be able to put, a little thing like the 
lecture into language. How is ii 
in Indiana. M'ss Cp,e? : . 

Miss Ooe:— - The gentlemen, teach- 
eis take , turn about in lecturing. 
The lectures are given as here in 
the forenoon. The International 
S u n day School 1 eat' , i s use d i n th e 
S. S., which meets in the after- 
noon at 2:15 and .the /'Advocate'' 
and class note are destributed 
among the older pupils. Smaller. 
S. S. .-papers are given to younger 
classes. The S S. lessons are re- 
cited in the class rooms after which 
all adj Mirp to the ci|ap:.d. We 
have a S.S. Sup% who lead- the 
exorcises in chapel. These exer- 
cises generally include a hy ( mn or 
two ]:>y some of the pupils, followed 
by the Doxology in wnich all join 
and close with prayer. 

Miss. McKixley : — Mr. President 
Miss Ilarrissou lias, an article on 
K indergarten work which, she, is anx- 
ious to present. 

On motion it was decided tjiat dis- 
cussion be cjosed and Miss Harri- 
son e'ive nor article. 

Miss Harrison then road her art- 
icle. 

Mn. Walkkk : — -As 1 told you it 
would no doubt be of help to 
have the pupils here at a youngei 



age than they come but the people 
would begin to cry out " how much 
: are you going to do for the deaf 
and dumb.'"' it we kept them at the 
age of two years and took them 
| until they were 21 years old. if we 
had the money it would undoubted- 
ly be of great help but there are 
many other helps we might have it 
we had the money. One thing to 
be tirst done would be to make the 
classes smaller. 1 think a difficulty 
would be founcl Except in cities 
where parents could take the child- 
ren to and from the school, but 
there are few parents willing to 
bring- their children away lrom 
home at such an early age. 

Miss Israel : : — i think tit? home 
life better than the time spent, in 
the Kindergarten. 
', Miss Harrison : — Why 1 am in 
favor of it is that the greater part 
of our children come from poor 
families. Nine-tenths of the moth- 
ers are not able to give them the 
..home care. 

1 Miss Israel:— 1 think if Miss 
EJjarrisqu will investigate she will 
ni,id timt nine-tenths of oi«p- pupiis do 
not come from the poorer classes. 
There are only nineteen or twenty 
from the whole number who have 
such pool* lion -es. 

Mr. Walker : — 1 agree with Miss 
Israel. The groat majority oJ the 
pul/lic school children might be 
termed poor. Now the majority of 
our children are from the same 
class but, not from the miserably 
poor of the cities. While not roll- 
ing in wealth they are com'ortably 
off. In some states the majority 
may be from the poorer, classes 'nit 
in the Western States this is not 
the case. 1 think a Kindergarten 
would not thrive in a Western 
State, though it might in a large 
city. 

Mi-is Isi.-aE'. : — 1 cm run over in 
my mind pupils 1 have known, both 



KANSAS INSTITUTION FOR D. AND D. 



37 



in Iowa and Kansas and can only 
think of about six in that number 
who were from the miserably poor 
families. 

Mr. Walker : — 1 can think of 
some pupils who would be better 
off' here than at home. 

Miss Israel: — Do you not think 
the State ought to look up these 
poor specimens ? 

Mr. Walker : — When 1 hear of 
any of these poor deaf children, 1 
always make it my work to look 
into the case or have it attended to. 

Chairman: — Is there any other 
subject any one wants discussed ? 

Mr. YV~alker : — One question 
might be settled. 

"Should those pupils who fa 1 
in their lessons get any credits for 
effort?" 

M.:ss Israel:- — Yes if an effort has 
been made. Sometimes when they 
fail we find they have made no effort. 
1 think perhaps the habh of study is 
more than the lesson and also the 
habit of fixing attention. 

Mr. Thompson: — In marking the 
grade of a bright and dull boy 1 
grade according to effort and ability. 

Mr Rogers: — I do the same. 
Mr. Thompson: — If a boy has 
tried to get a lesson and fails and 
we give him too low a grade he 
becomes discouraged and will stop 
trying. 

Mr. Walker: — Then when he 
says he will not try again shall we 
say all right and give him more ? 
If you want a column printed in the 
Star for effort I will give it to y ou, 
but if for actual work be very care- 
ful to give credit exactly. The 
Star is sent to the parents, it is the 
same as a letter to them. They 
turn the first thing to the markings 



of their child and we must be very 
careful in the grading so that when 
the child goes home they will not 
have to be disappointed. 

Miss Israel: — 1 was pleased to 
find, at the end of the term, the 
weekly markings and the exami- 
nation about the same. 

Miss Jones: — I think the pupils 
should receive as much credit for 
their effort as lor the results. 

Mr. Walker: — The parents look 
at the markings more than 
we think they do, and we 
want to be as nearly correct as 
possible. This question that came 
up is whether we mark for effect 
when we should be marking on re- 
sults. 

Mr. Thompson : — 1 would like to 
ask Mr. Walker what he would do 
if in a class a dull pupil fail on ales- 
son perhaps 31 mistakes being made 
out of 50 questions and a bright pu- 
pil make 10 mistakes? 

Mr. Walker : — If on a scale of 
100 1 would give one about 40 
and the other about 80. It would 
be the only way to do. 

Miss Coe : — I have seen in the re- 
port of some school a column for 
application or effort. This would 
show the parents how their child 
stands in the class and whether they 
try or not. 

Mr. Clippinger : — From the pre- 
sent system of marking I think it 
impossible to get a correct grade. 
Our sympathies influence us. If we 
narrow this down to exactness we 
would have a column for effort, for 
unconsciously we give the recitation 
mark a mark for effort. 

Discussion closed. 

Motion made and carried that we 
adjourn. 



the end 



ADDENDUM. 



'• ■* \ ■ ,* » ^~\ w . 



Tbe Following papers and discus- 
sion were part of the proceedings 
of a regular teachers' meeting 
held since the convention and 
are incorporated with the proce- 
edings as kindred matter. 



Minutes of Teachers' Meeting 

February 1st 1892. 

Teachers assembled in the chapel; 
but on account of the noise, Mr. 
Walker made a motion to adjourn to 
the parlor 

The meeting opened with the Pre- 
sident in the chair. 

The Secretary being absent Miss 
Eddy was appointed Secretary pro- 
tein. 

The first thing- on the program was 
the question, "What is teaching." 

Mr. Rogers had prepared a paper 
and Miss Israel read it for him. 

What is Teaching. 



Ma. Rogers. 
Although the question is a short 
one yet it demands serious thought 
on the part of those who are invested 
with the power of appointing teach- 
ers of the deaf if it is desired to 
maintain a high degree of effective 
teaching. Many teachers have been 
employed who turn out to be failures: 
and the poor children are cheated 
out of a decent education. 



The question, ' also, demands 
thought on the part of the teachers 
themselves if they desire to do 
geninue teaching. Some teachers 
seem to think that to be teacher 
consists in having a class under their 
charge; some, in hearing recitations 
only; and others correcting mistakes, 
and proclaiming their accurate know- 
ledge while the main thing of teach- 
ing is not done or neglected altogeth- 
er. 

Many people who are not connect- 
ed with deaf schools think that the 
work of a teacher of the deaf is just 
easy; and they are not wrong as 
long as the teacher does anything, 
but real teaching. 

To teach is to communicate knowl- 
edge — to <rive instruction. The most 
important qualifications of the teach- 
ers are 1, Common sense, 2, Teaching 
Power; 3, Love of the work; 4, 
Knowledge of the branches; 5, 
Governing power. 

The three first qualifications are 
the most necessary in teaching the 
deaf, and are what many teachers 
lack. 

Common sense investigates and 
ascertains the mental condition of 
the pupil, and adopts itself to the 
same. It is simple and prudent. 
By condescension and being sympa- 
thetic, it penetrates the mind of 
the pupil and awakens it. 

Teaching power consists in pre- 



40 



FOURTH TEACHERS 9 CONVENTION OF THE 



senting knowledge to the intellectual 
eye of the child in a forcible manner, 
or lighting it up so well that it is 
understood and absorbed readily. 
With the deaf children, it is pre- 
sented by writing, finger-spelling, 
and signs. However success with 
about 90 percent of the children de 
pends on the use of signs. Finger 
spelling and writing should always 
be preferred whenever teaching can 
be done by means of them to advant- 
age. But it is the subilimity of foolish- 
ness to try to teach by finger spelling 
when sentence .after another is a 
blank to the pupil. 

Nothing surpasses signs as a medi- 
um in explaining clearly truths, prin- 
ciples, and the «neaning of words. 

Hence to be a successful teacher 
of the deaf one must be master of 
signs. 

Not long ago, a pupil requested 
me to sign and explain a beautiful 
axiom about truth. After doing it, 
I asked liim why he did not get his 
teacher to do it He replied that 
he (liis teacher) could not do it on 
account of his imperfect knowledge 
of signs. This is one of many in- 
stances of the disadvantage of not 
being master of signs that came un- 
der my observation. 

It takes abaut five years of dilig- 
ent practice and to become master 
of signs 

Love of the work makes the 
teacher patient, persistant and act- 
ive. The success in any undertak- 
ing is measured by the amount of 
heart we put into it. 

Once I had an interesting talk 
with a successfu], teacher of the 
deaf who had spent forty years of 
his life in the profession bbout on 
what a teacher's success defends. 
Tl is definition, I think, is a happy 
answer to tha question, we are dis- 
cussing, Here it is: "A teacher's 
success depends on his ability to 



impart knowledge." 

Miss McKinley: — The question is 
now open for discussion. 

Dk. Brown: — 1 have prepared a 
paper on the question but before 
reading it, 1 want to say, there is no- 
thing personal intended whatever. 

Mr. Walker: Perhaps the shoe 
may fit. 

What fe Teaching! 

BY DR. J. H. BROWN. 

This question written on the bul- 
letin board for consideration at our 
Februaiy teachers meeting impress- 
ed me as being an important one, 
and at the same time, suggested to 
me the idea of formulating my thou- 
ghts in a short paper on the subject. 
To be successful in any calling the 
workman must not only posses tools, 
but should have the knowledge of 
how to use them to advantage. 
Then what are the tools of a teach- 
er, and how should he apply them in 
his vocation ? If we can answer 
these two questions in a satisfactory 
manner, we shall have given a coiy 
rect solution to the problem. A learn- 
ed man is not necessarily a good 
teacher ; intact the mere possession 
of knowledge is no more a criterion of 
a good instructor than the possession 
of pen, ink and paper, proves one to 
be a good penman, or having a 
brush, paints and canvas is a guar- 
antee 4 that another is a skillful artist 
To teach one thing requires a know- 
ledge of others however, a teacher 
of geography should know history 
and geology and one who teaches, 
physiology should know something 
of anatomy and pathology and so on. 
To be in possession of knowledge 
ourselves and have the faculty of im- 
parting it to others are two distinct 
intellectual acquisitions. 

.Knowledge may be the passport 
whereby many secure advantageous 
positions, from a monetary point of 



KANSAS INSTITUTION FOB D. & D. 



41 



view, but it that enough? 

Thorough teaching involves three 
conditions. 1st, the possession of a 
requisite amount of education ; 2nd 
the ability to impart it, and 3rd the 
receptive faculty on the part of the 
learner. Then first, what should be 
the character of the knowledge and 
the qualities possessed by the teach- 
er I believe a real live teacher is 
brim full of enthusiasm in the 
work ; is anxious that his pupils 
shall not only become book learned 
but that they will be good men and 
women. Youth is the time for 
growth and development, activity 
and vivacity, imagination and im- 
pulse. The seeds sown in the ear- 
lier years of life grow into words 
and deeds, which eventually become 
engrafted into habits and give color 
to the purity or impurity of the 
character. When the mind and 
heart are not educated simultaneous- 
ly you may look forward to the ap- 
proach of riper years with feelings 
of* anxiety if not forboding dismay 

The teacher moulds the charact- 
er of his pupils, elevates their affect- 
ion^, teaches them to subdue their 
pas ionsand by moral precepts of 
principle and practice he lifts them 
up to a higher, a nobler, and a purer 
nature. Every pure thought, noble 
aspiration, lofty aim, or generous 
impulse, intact every pure precept 
we can inculcate into their minds 
which will control their actions and 
purify their lives will have an in- 
fluence which can only be measured 
be eternity. To have clear con- 
ceptions of our duty then is one of 
the requisites in our work ; every 
man's greatness depends to a large 
extent in the consciousness of an 
honest purpose in life. 

In teaching, the observation of 
children is first cultivated and by an 
i-ituitive method they will endeavor 
to connect facts. We build with the 
materials we are in possession of 



and to comprehend new ideas we 
make use of those already pro- 
sses&ed. Once the idea is developed 
then and not before the word may 
be given. Having once given our 
pupils knowledge we should assist 
them in fixing it there. This is 
done by arousing the child's curi- 
osity, his attention is attracted, a 
mental appetite is created and the 
food received will be assimilated. 

The bodily appetite soon 
becomes deranged by a too long 
continuation of one kind of food or 
by a food cooked in one manner, so 
does the mental appetite become 
weakened by the frequent repetition 
of the same pabulum prepared in the 
same way and as a result the child 
gets mental dyspepsia. Again, fill- 
ing the stomach with food poorly 
masticated which it cannot digest 
leaves it in a debilitated condition; 
and attempting to gorge our pupils 
with subjects and lessons which 
they imperfectly understand is not 
a healthy method of educating child- 
ren. This may be done, and very 
oft°n is done, by covering too much 
ground. We educate them by re- 
quiring them to reproduce to us 
and by the knowledge they have, 
they are enabled to discover new 
facts. This fixes it more firml} 7 in 
their mind improve the memory and. 
they make it a part of their mental 
being. 

Practice should precede theory, 
intact the child is obliged to accept 
much of his earliest knowledge in 
faith, but as his fund of knowledge 
inci eases his mind expands, his in- 
tellectual vision will be enlarged 
■mid his reasoning faculties will be 
developed by the comparison of 
ideas. 1 do not favor the giving of 
arbitrary rules early, or the learning 
of set phrases which the child can t 
understand Kules are the deducti- 
ons of the science of any subject 
and are only intended to perfect 



42 



FOURTH TEACHERS' CONVENTION OF THE 



those having, at least, a fair know- 
ledge of the subject 

In the earlier classes, object teach- 
possesses many peculiar advantages 
for demonstrating the different forms 
of language. It is really the kin- 
dergarten method and when intelle- 
gently carried out in the higher as 
well as in the lower classes it will 
arouse the curiosity cultivate 
their observation and hold their at- 
tention: 

It leads the pupil to discover new 
facts and truths for himself and it is 
original work that is productive of 
the most beneficial results, 

The ability to govern a class with 
the least possible friction is a happy 
acquisition. "Order is heavens first 
law" Retaining their undivided 
attention is essential. This w 11 not 
be a difficult task if their work is in- 
teresting. A child seldom fails to 
catch the spirit and enthusiasm of 
a teacher fuly alive to the responsi- 
bilities and inevitable obligations 
resting upon him. Cheerfulness is 
an indispensible faculty. The Divine 
precept is "A Merry heart doeth 
good like a medicine." In the 
age of charlatanism, however, there 
is a good deal of medicine dispens- 
ed which might not be included in 
the category of this proverb. Cheer- 
fulness embraces charity, a sympathy 
and just appreciation of others, and 
a modest opinion of one's self If on 
the other hand the teacher go about 
his class room with a corpse like in- 
sensibility, a grave-yard expression, 
his countenance set to some obsolute 
rule if he would not smile for fear that 
it mi glit be undignified and performs 
his work in a perfunctionary manner, 
he miii'ht be called a galvanized per- 
ambulating machine afflicted with 
dry rot. That disease is infectious 
and terribly fatal in ils results. 

I believe all barriers which have 
a tendency to deter a pupil from mak- 
ing a desire known to the teacher. 



through fear of the teacher, should 
be corn down. Let the teacher be 
en rappor't with the pupil ; let them 
feel that he is their friend, that they 
may esteem him, and honor him, and 
obedience which is the daughter of 
love will be spontaneous. 

Again, the question of teaching, 
resolves itself really into the method 
of giving a lesson. This is the main- 
spring of this great watch Education. 
How should new subjects be unfolded 
to the class and how should old sub- 
jects be presented in a new and in- 
teresting light';' We know there are 
two methods generally employed, 
the lecturing or expository method; 
ihe questioning or interrogative 
method. In the former the teacher 
tells the class orally, in signs, by 
dactyology or by writing that which 
he desire* them to know. He may 
however use a comination of these 
methods. In the second method, 
the teacher endeavors to discover 
what the class knows and from time 
to time supply little connect- 
ing links, I think there can he 
little doubt as to the relative value 
of these methods if used exclusively. 
Children who are lectured hour after 
hour soon become listless, inatten- 
tive and their minds wander from 
the subject under consideration, 
while those who have been question- 
ed whose knowledge is being drawn 
out from time to time, vvhose ment- 
al activity is awakened are constant- 
ly kept on the alert. The most skil- 
ful questioning however, will not ex- 
trait from the pupils that which they 
do not know but the judicious teach- 
er will build the bridge which, will 
safely carry tlnmi over. Quest'', ns 
that require "Yes" or "No" do 
little good. The object of our 
questioning is to make our pupils 
think. Thinking is an active process 
not a passive one. 

We know that many of the deal 
write disconnectedly. May this 



KANSAS INSTITUTION FOB D. & D. 



43 



not be due to the fault partly of the 
teaching. I frequently select a sub- 
ject and require my pupils to ask 
me questions either on their slates 
or by finger spelling; one can form 
a fair estimate of the pupil's know- 
ledge of a subject by the questions 
he asks. The language, connected 
or disconnected manner of his ques- 
tions and the answers involved. 

Then again, 1 frequently ask a 
number of questions on a subject, 
following it as closely and connect- 
edly as possible, and require my 
pupils to stand up by turn and rap- 
idly ansjwer the questions in their 
consecutive order, after which 1 re- 
quire them to write me a narrative 
synopsis of the subject itself 1 
correct their productions, writing a 
few words of commendation to the 
excellent and encouraging the poor 
to better effort. This 1 find an excel- 
lent plan and often brings out or- 
iginal work. Judicious exercise 
strengthens the body and mental ac- 
tivity rightly directed enables the 
child to have confidence in himself 
and seldom fails to stimulate him to 
greater effort; We should make haste 
slowly. To use a common expres- 
sion we should "teach little but 
grind much." Pupils soon forget 
that which is stored in the garret 
and not made use of and it has al- 
ways been my plan to never hear a 
recitation without incorporating as 
a part of it any portion of the work 
already gone over which T may see 
fit V select. If the answer involved 
to a question be long I prefer to 
have it written. 

Written examination should be 
frequent. The main point is not to 
permit knowledge in the child's mind 
to become moulded and any method 
which will keep it fresh will be pro- 
ductive of good. It is not so much 
a question of time as it is of growth. 

Not long ago the subject "water" 
was a lesson in the regular course, 



and I will give you synopsis of the 
manner in which J gave the lesson 
on it. I had in my room a pitcher, 
a piece of ice, a goblet and a ther- 
mometer; Holding a glass of water 
up before the class I spelled "What 
is this? Every pupil made the sign 
for water, Then what is water.' jrive 
them the word liquid. Then com- 
pare liquidand solid, Which isice, a 
solid or liquid? Name other solids; 
other liquids; How is ice made? devel 
op, by freezing-." Name somethings 
you know and see about water (col- 
orless, odorless, tastless transpa- 
rent &c.) Lead the children to see 
these things for themselves. What 
does water do when it becomes very 
hot? One boy says it burned, an- 
other it cooked potatoes. These 
were good answers, they sprung 
spontaneously. I developed the word 
"boiled" by sketching rapidly on the 
bo;i,rd,a tea kettle with steam issu- 
ing from the pipe . Pointing to the 
steam. 1 asked what is this? Sever- 
al spelled "steam., 7 Some said 
"smoke.' 7 Now how is steam made? 
Have all pupils spell ,, steam is made 
by boilieg water " This is alirile 
round about way but it leads the 
child to originate and discover new 
facts for himself and as he does so 
his interest becomes intensified. 1 

spell water is a , they fill 

in the black. Ice is a . 

Ice is made by water. If 



we boil water it makes , 

M'id other examples may be given to 
see if they grasp the true idea Again 
where does water come from? How 

does it get in to the ground 

(soaking) The I spell "water soaks 
into the ground" Where does water 
come from before it gets in to the 
ground ? Where are the clouds? 
What is their color? Compare sun- 
set, sunrise and in storms. How 
does rain fall? Snow fall? What 
makes clouds? How d.»^s water 
get to the clouds (evaporation) 



44 



FOURTH TEA U HE US* CONVENTION OF THE 



This can be enlarged with advanced 
classes When rain falls for a short 
time what is it called"' In which 
season does it rain most, -least? 

Putting some ice in a pitcher and 
shaving it I plunge the bulb of my 
thermometer into the ice. 1 require 
all the pupils to watch the mercury 
falling till it stops at 32 deg. This 
was the freezing pain t . Boiling point 
may be indicated by the same man- 
ner, if we had steam. 

This might be extended to a much 
greater length than mv time permits. 
Of course this was a lesson in Geog- 
raphy but it was developing lan- 
guage and that depends solely on the 
development of thought. If this less- 
on can be made a means ofarusingand 
stimulatjng conscious activities 
which are absolutely necessary to a 
healthy mental growth then we 
should not forget that every lesson 
we give no matter what the subject 
may be. is really a language lesson 
Such lessons enable the teachers to 
see and instantly grasp difficulties 
which are encountered, where he can 
throw in little lights by way of 
explanation and give to the child 
an individuality which enables him to 
rely on his own resources and walk 
without the aid of a support. In the 
higher classes 1 go from generalities 
to particulars, 1 broaden, enlarge 
build, develop. It will be though 1 
.,ver springing from the mind under 
the action of a white heat and met- 
als at white heat mould easily. 

Mr. Walker: — 1 think a tacher 
who. in this day and age of the 
world, has a pupil stand and recite 
his lesson, the next do the same, the 
next the same and so on, and is sat- 
isfied with that and that alone may 
be considered a back number. 

Those of you who are posted will 

bear me out in saying that no other 

proession has progressed as rapidly 

nor as much as ours. We are not 

atified with mere "keeping school" 



but our aim is develop and instruct 
as well. 

Both papers were good and I am 
glad they were prepared. 

Teaching is drawing out, not simp- 
ly tilling in After we have drawn 
out the ideas of our pupils there may 
be a vacuum which we can fill. 1 
prefer having the filling-in a second- 
ary part of the work, 

Miss Israel: — We should not all- 
ow ourselves to fall into a stereoty- 
ped way of teaching or as it is com- 
monly tearmed "rut." 

I have never attended a teachers' 
meeting without receiving some new 
ideas. 1 think sometimes we*are a 
little hasty in giving the names of 
objects to our pupils. We do not 
thoroughy understand what they are 
trying to tell us and sometimes 
give the wrong name. We should 
be very careful 

Miss Townsend: We should 

question the child until we could 
understand them. 

Mr. Walker: — Sometimes i i an 
examination I would ask ? question 
and the pupil would tell him your 
teacher has explained that to you. 
but evidently, he had failed to under- 
stand and make at a part of know- 
ledge. We should be thorough and 
not take it for granted t lat a pupil 
comprehends but to be ce tain of it. 
1 think it would be a good idea 
every few weeks for eac'i teacher to 
see if his pupils know the mines 
of the articles in the rpVhiI room 
and this common objects about them. 
When I began seven years ago ex- 
amining the boys in the shops they 
knew very few names of tools, lumb- 
er and etc., but that is not the case 
now. They can give the names of 
almost everything in th ' shops and 
tell what kind of work tlcv are do- 
ing. 

Miss Townsend:— -Some words 
have j wo meanings. 

Dk. Brown: — 1 alwa\> take a Ivan- 



KANSAS INSTITUTION FOR D. & D. 



-3=5 



tage of circumstances in my teach- 
ing from day to day. When to 
snowed I gave an object lesson it 
class on snow. We must teach 
our pupils to see things as they are, 
cultivate observantio n, teach them 
to discover hings by their our eye- 
sight. 

Miss Towsend: — One day ] asked 
one of my boys what he saw when 
he was down town, and he said "1 
saw a judge house." 1 thought 
then was the right time. 

Mr. Walker: — In one class 1 
told the pupils to name the county 
seats of several countries. They 
named a town but they did not 
know what was meant by "county 
seat.'' 

Mr. Harah: — A teacher ot the 
Philadelphia Institution says "A 
successful teacher must necessarily 
understand signs and that pupils 
should understand lessons before 
memorizing." I prefer the "Draw- 
ing out method." Pupils can me- 
morize sentences j^et they may 
not understand them. 

Mr. Rogers: — Each and every 
lesson should be thoroughly under- 
stood before passing over it. 

Go slowly and do your work well. 

Mrs Sewell: — I realize that pu- 
pils can commit language they do 
not understand. 

Discussion Closed. 

Miss McKinley: — The next ques- 
tion for discussion is. Of what benefit 
was the examination to yon and your 
class." 

BY MISS MCKINKEY. 

A. fair examination is always a 
benefit to me. The last one was 
such, and was helpful in .n^ny ways 
The examination was a benefit be- 
cause in some respects my methods 
of teaching" were sustained ; and I 
am sure I was none the less benefit- 
ed, when some of their weak, places 
were revealed. A lesson that I 
learned, however not a new one, 



was that there is too great a tend- 
ency to give assistance to pupils 
during recitation. Perhaps it may 
be in reply to a question from the pu- 
pil; or the teacher, seeing the pupil 
puzzled, throws in a word, — a mere 
suggestion, but it is enough to take 
the pupil safely over the difficult 
place 1 believe most teachers do 
more of this than they realize. It 
not why is it that often during ex- 
amination the simplest questions 
causes such remarks as, What does 
that mean '( Does Mr. Walker 
want this or that? etc. 

At this time of course the teacher 
refuses to give any assistance. 
The pupil missing his accustomed 
"pointer," and realizing that he is 
now dependent on his own resours- 
es for perhaps the first time for 
months, concludes the question is 
very hard, is struck with consterna- 
tion and blunders ridiculously. His 
paper being handed in his t°acher 
is provoked and disgusted to find 
failure where he justly expected 
perfection. From such cases we 
can learn, at least in the higher 
grades, to give a full, lucid explan- 
ation when assigning the lesson 
and then during the recitation let 
the pupil •'sink or swim." 

Any benefit which the teat her 
derives will indirectly benefit the 
pupils, but I am sure that they re- 
ceive direct benefit also. The pu- 
lip' who has been attentive to his 
teacher's instruction and faithfully 
studious, is rewarded by finding 
himself master of the situation, and 
takes up his studies again with 
greater confidence and renewed 
zeal. The lazy inattentive pupil 
finding: himself in disgrace, usually 
for h time at least turns over a new 
leaf." 

Miss Townrend: — 1 think it is a 
grtod pla • for teachers to know 
where their pupils stand. 

Dr. Brown: — 1 do not believe in 



4G 



FOURTH TEACHERS 1 CONVENTION OF THE 



helping pupils during a lecitation. 
It is not a good plan. Alter the 
lesson has been corrected 1 call at- 
tention to the errors and show the 
pupils how to corret them. 1 be- 
lieve in the child walking alone as 
soon as he can. 1 think an exami- 
nation conducted by an outside per- 
son productive of excellent results 
especially when the examiner 
thoroughly understands the nature 
of the work and is judge of teacher 
and pupil. 1 review a little every 
day. 1 believe in keeping what 
they learn from getting rusty 

Mr. Rogers : — Last year I hardly 
elt satisfied with the examination 
because the pupils 1 expected would 
get poor •grades, got higher grades 
than some of my brighter pupils. 

The la^t examination 1 think was 
a good fair test and was a help. 

Miss. IsRaEL, — I think perhaps 1 
have made a mistake, by helping my 
pupils, too often during recitions, 
by calling their attention to a par 
ticular word or phrase. 

I think we should never feel sine 
a pupil knows but repeat, repeat, 
repeat. 

The examination was a benefit' to 
me and my class. 

Miss Townsrnd. — Pupils become 
accustomed to their teacher and are 
frightened when a stranger questions 
them. 

Mr Walker. — In a case of that 
kind I let the teacher explain. 

Mis* Eddy: — If for no other reason 
I consider it a benefit to pupils to 
have strangers question them The 
examination was a benefiit to me 
and my class. 

Mr. IIarah: — 1 think it was bene- 
ficial. 

Mr Walker:— I think this being 
frightened is a buy-a-bov of little 
consequence 

I)k. Brown: — I do not think a pu- 
pil's average should be the sole cause 
promation. 



Miss McKinley: — 1 think a pupil 
can safely be put back, but it usually 
is very hard for him to make the leap 
to a higher class. 

Miss Israel: — 1 think great care 
should be taken both in promoting 
and demoting. 

Dr. Brown: — 1 do not advocate 
promotions being made in the middle 
of a term as there must necessarily 
be a certain amount of the work not 
gone over. 

Mr. Walker: — 1 do not think it 
would be wise to adopt such a rule. 
We should consider the age and 
ability of the pupil and if, by a little 
pushing he can do the work of a 
higher class promote him. Of course 
1 should not promote him, a pupil 
unless 1 knew he could manage in 
soms way. to do the work 

Perhaps a pupil might have been 
graded impropeily at the beginning 
of school and if so and then an other 
good reasons I think he could saiely 
be promoted even in the middle of 
the term. 

Miss Coe. — In Indiana the)' do 
not wait for an examination. If a 
pupil is ahead of his class they pro- 
mote him. 

Mr. Walker: — If an older pupil 
is studious and can be promoted. 1 
think it best to promote him and 
give him a chance to make up lost 
time which might have been lost 
from no fault of his. Sometimes a 
bright but elderly boy or girl is by 
a wise promotion given a chance to 
finish the course which he otherwise 
could not have done. 

Mr. IIarah: — 1 agree with Mr. 
Walker. 

The chiss average does notal-vays 
show how they have done during the 
term. In some classes th.ere are many 
dull pupils and in others few. 1 think 
the teacher should be able to decide 
whether or not they should be pro- 
moted. 

Mr. Thomas: — 1 cannot place a 



KANSAS INSTITUTION FOB D. & D. 



47 



value on the examination. It was 
surely a great help to me. 

Mrs. Sewell: — Examinations are 
always helpful. 

Miss. Capper: — I found that I had 
not devoted enough time to penman- 
ship. 

Miss Lindsay: — Last year 1 found 
I had given too much assistance dur- 
ing recitations. I do not know how 
much the examination benefited my 
class. I have had it such a short 
time. 

Mr. Walker: — Too much time 
my be spent in reviewing just before 
examination. I believe in review- 
ing every week. On Friday take 
up the important parts of the lessons 
studied during the week and review 
them. I think it would be well also 
to have monthly reviews or exami- 



nations. 

Miss. Israel: — I believe in more 
frequent examinations. We should 
teach cur pupils how to study. 

Dr. Brown: — In going over a new 
lesson the first time I take up only 
the main points, and subsequently I 
take up the minor parts and ex- 
pand it as much as possible. 

Miss Coe: — The benefit I think my 
pupils derived from the examination 
was this: it showed them that an ex- 
amination is not so dreadful as they 
thought, and has prepared them to 
face the next one more confidently. 

They are "examined" every day, 
but thought an examination by the 
Superintendent was something en- 
teirly different. 

Meeting adjourned. 

F. N.Eddy, bec'y Protem. 



the end. 



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